Instructional Techniques Handout January 2024

ETHIOPIAN AVIATION UNIVERSITY
TRAINING STANDARDS & DEVELOPMENT
Instructional Techniques Course
Participant Handout
Fifth Revision
January 2024
ETHIOPIAN AVIATION UNIVERSITY Rev. No. 5
TRAINING STANDARDS & DEVELOPMENT January 2024
Instructional Techniques Training Handout
Table of contents
Module 1: Workshop Introduction ..................................................... 2

MODULE 2: HUMAN BEHAVIOR AND PRINCIPLE OF LEARNING ........ 12
2.1. UNDERSTANDING HUMAN BEHAVIOR ................................ 12
2.2. Basic Principles of Learning ............................................... 36
Module 3- The Four Step Model ....................................................... 52
Module 4: Step 2 - Start................................................................... 64
Module 5: Step 3 - Conduct.............................................................. 66
Module 6: Step 4-Wrap-up............................................................. 113
Module 7: Workshop Conclusion .................................................... 115
1
Module 1: Workshop Introduction
The aim of this workshop is to help you become a confident and an effective instructor.
The workshop will enable you to:-
– Effectively prepare for, manage, conduct, facilitate and evaluate a training event.
– Use instructional tools and techniques to enhance instruction.
– Acquire practical presentation and communication skills.
– Motivate participants and engage their active participation during training.
– Integrate group work and collaborative learning.
– Apply Basic Principles of learning and active training and demonstrate appropriate
instructional techniques when training adults
The work shop includes seven modules:

Module 1: Workshop Introduction
Module 2: Human Behavior and Basic principle of Learning
Module 3: The Four Step Model and the First Step Prepare
Module 4: Start
Module 5: Conduct
Module 6: Wrap-up
Module 7: Conclusion of the workshop
Ethiopian Aviation Academy 2

Workshop expectations
1. In your opinion, what are the most important skills and/or knowledge to have as an
instructor?
2. Provide examples from your experience when you have demonstrated/used these skills
in your training sessions and/or what difficulties have you experienced?
3. What is your greatest challenge when facilitating training sessions?
4. What do you expect to accomplish upon completion of this workshop?
Module One Objectives
At the end of this module, you will be able to:

 Asses your current skill a as an instructor.
 List learner focused actions that encourage learning.
 Describe why learner-focused instructor actions are important.

Self-assessment
Instructions
Check the box with the number that corresponds to how you rate yourself for each of the skills
or behaviors listed below. The rating scale is based on the following:
4 I have mastered this skill/behavior
3 I demonstrate this skill/ behavior adequately but I know I can improve.
2 I have identified key areas of improvement in this skill/behavior
1 I am unfamiliar with or unable to demonstrate this skill/behavior
This informal self-assessment is intended for your use in order to help you understand your
strength and weakness as an instructor. This exercise is designed to give you an indication of
what skill or behaviors need improvement and help you focus on them during the 5-day
instructional techniques course. Be honest with yourself; as you rate yourself draw upon
feedback from your students, colleagues or supervisors. If you don’t have experience as an
instructor you can refer to any other situation in which you were able to help others learn such
as coaching, presenting, etc. at the end of the course you will have the opportunity to re-
assess your skill level. This information will not be shared with anyone, so, use it to your best
advantage.
As an instructor I… 1 2 3 4
1 Apply learning strategies that take in to account adult
learning characteristics.
2 Demonstrate the four roles of an instructor effectively:
trainer, manager, facilitator, and learner.
3. Demonstrate the facilitator role effectively.
4. Demonstrate trainer role effectively.
5. Demonstrate manager role effectively.
6 Prepare a well-written lesson plan that describes how I
will start, deliver and wrap up a lesson.
7 Follow a lesson plan effectively.
8. Can effectively start, conduct and wrap up a training
session.
9. Prepare for a training course including the physical set
up, all necessary materials, and set up and use of
equipment.

10. Present content conversationally and in language that the

learners understand easily.
11. Maintain eye contact when presenting course content,
conducting discussions and facilitating activities.
12. Speak in a clear, audible voice when presenting course
content, conducting discussions and facilitating activities.
13. Avoid offending language.
14. Use natural gestures and body movements when
presenting course content.
15. Use common instructional aids, such as flip charts,
PowerPoint, and handouts to complement and enhance
learning experiences.
16. Stimulate learner involvement during learning activities.
17. Assess attainment of objectives throughout the course.
18. Give appropriate feedback to encourage participation and
support to the learners.
19. Use common non-verbal signals and appropriate
instructor response.
20. Manage a discussion effectively
21. Implement active training techniques such as
discussions, games, simulations, etc.
22. Manage the training, pace and flow of learning activity.
23. Use different types of questions to stimulate discussion
and check for understanding.
24. Manage disruptive behavior in a positive and constructive
manner.

How did you become an instructor?

– Expert in the subject matter
– Good communication
– Ease in speaking to group
– Good social skill
Few people are groomed specifically for the job. Many people have been selected because they
have the necessary technical background for the course. Others may have been selected on
the basis of their ability to express themselves clearly or their perceived ease in speaking to
groups. Some people become instructors because they get on well with people.
In this workshop we will be looking at how people learn, the roles that an instructor plays and
Whatever the reason may be, you have been selected as an instructor and you are
responsible for helping people learn in your classes. Thus to discharge your
responsibility, you need to acquire the knowledge, skills, techniques and procedures
needed to develop and deliver effective instruction in a classroom setting.
how to follow a lesson plan effectively. We will also identify the skills needed to conduct and
facilitate an effective training program. In the end, participants will be given an opportunity to
practice some of the key skills.

Exercise: What Is My Focus?
Instructions
 Read the eight scenarios

 Select the two most appropriate actions by checking two of the boxes
 Use the scoring guide to total your score
 Evaluate yourself using the scoring bar.
Self-Evaluation Statements
1. When you are beginning a session with new group of learners, it is important to:
A. State the objectives, rationale and agenda for the session and then start the
first lesson.
B. Ask the learners to state their expectations for the session and compare to the
session objectives.
C. Explain the ground rules for the course (when to ask questions, the need to
respect break times, mobile phones, etc.)
D. Ask the learners to introduce themselves and relate their backgrounds to the
session content.
2. When you are demonstrating a task, it is a good idea to:
A. Inform the class to hold questions until the end of the demonstration
B. Tell them not to write notes because you will give them a handout later.
C. Invite them to stop you any time, if they don’t understand a part of the
demonstration
D. Get feedback after each major point to assess their understanding
3. When the learners are having difficulty coming up with a conclusion in a group
discussion and ask the instructor for the right answers, the instructor should:
A. Tell the group the right answer
B. Tell the group to continue discussion the topic. But give them a hint as to the
right answers so they find it on their own.
C. Remind the learners that the purpose of the group discussion is to come up with
their own conclusion and encourage them to continue.
D. Tell the group they have five more minutes and then they will be given the
answer if they haven’t come up with it.

4. In teaching adults, it is important to remember :

A. They are conscious of time and want the instructor to stick to the schedule.
B. They can learn from one another and need an opportunity to exchange
experiences in class.
C. They want the instructor to be very knowledgeable
D. They have their own needs, which may conflict with the instructor’s, but which
must be recognized.
5. When a learner asks a question about something that was covered earlier , the best
action to take is:
A. Call on another learner to answer and summarize what was covered.
B. Tell the learner to refer to manual pages 43 to 48 for answers.
C. Tell the learner to see you at a break about the question
D. Take the time to answer the question
6. Dividing the group into teams to work on exercises enables you to:
A. Check on your plans to make sure you haven’t forgotten anything
B. Get organized for the next part of the lesson.
C. Circulate to see if learners are on track and provide help as necessary.
D. Check on how learners are doing the exercises so that you can give appropriate
feedback to the whole group when they reassemble.
7. In setting up a room for a training session , it is important to arrange the settings in
such a way that::
A. Each learner can see every other learner and instructor
B. Each learner has enough room to make notes and spread papers.
C. Instructor has enough room to walk around the learners when they are working
in order to observe their work
D. The group can readily interact and divide into teams
8. The learners best remember what is taught in class when:
A. Learners discover that they can adapt the new learning to their own situation
B. When the instructor gives constructive feedback on their performance
C. When they associate with something they know
D. When the instructor makes a good summary of the lessons learnt

Scoring Guide: Score your response using the guide below
Question Answer Value

1 A 642
B 955
C 848
D 123
2 A 786
B 124
C 653
D 563
3 A 652
B 947
C 321
D 100
4 A 126
B 547
C 248
D 253
5 A 165
B 128
C 430
D 677
6 A 942
B 820
C 775
D 893
7 A 631
B 662
C 530
D 347
8 A 781
B 622
C 351
D 832

Scoring Bar
Total your score and draw a line across the scoring bar below
16
15
14
13
12
11
10
9
8
7
6
5
4
3
2
1

Exercise Learner Focused Action

Instructions:
– Find a partner
– Review the other scenarios
– Use the space in the manual to write down three additional learner-focused
instructor actions
– Provide an example from your experience when a learner-centered action helped
a participant to learn.
What are some other learner focused actions that an instructor can take?
Learner focused action #1:
Example:
Learner focused action#2:
Example:
Learner focused action #3:
Example:

MODULE 2: HUMAN BEHAVIOR AND PRINCIPLE OF

LEARNING
2.1. UNDERSTANDING HUMAN BEHAVIOR
 The study of human behavior is an attempt to explain how and why humans function
the way they do
o Human behavior is a product both of innate human nature and of
individual experience and environment
o In the scientific world, human behavior is seen as the product of factors that
cause people to act in predictable ways
 For example, speaking in public is very high on the list of fears modern humans have
o While no two people react the same to any given fear, fear itself does trigger
certain innate biological responses in humans such as an increase in breathing
rate
o How a person handles that fear is a product of individual experiences
 The person who has never spoken in public may be unable to fulfill the
obligation while another person, may choose to take a class on public
speaking to learn how to cope with the fear
 Human behavior is also defined as the result of attempts to satisfy certain needs
o Needs may be simple to understand and easy to identify, such as the need for
food and water or they may be complex and difficult to identify, such as the
need for respect and acceptance
o A working knowledge of human behavior can help an instructor better
understand a student. It is also helpful to remember that to large extent
thoughts, feelings, and behavior are shared by all men or women, despite
seemingly large cultural differences. For example, fear causes humans to
either fight or flee. In the public speaking example above, one person may
“flee” by not fulfilling the obligation. The other person may “fight” by learning
techniques to deal with fear
 Another definition of human behavior focuses on the typical life course of humans
o This approach emphasizes human development or the successive phases of
growth in which human behavior is characterized by a distinct set of physical,
physiological, and behavioral features. The thoughts, feelings, and behavior of

an infant differ radically from those of a teen. Research shows that as an

individual matures his or her mode of action moves from dependency to self-
direction. Therefore, the age of the student impacts how the instructor designs
the curriculum. Since the average age of a student can vary, the instructor
needs to offer a curriculum that addresses the varying student tendency to
self-direct
 By observing human behavior, an instructor can gain the knowledge needed to better
understand him or herself as an instructor as well as the learning needs of students.
Understanding human behavior leads to successful instruction
2.1.1. Personality and Styles of Learning
Personality can be defined as consistency in a person’s way of operating — that is, long-term
consistency in their particular ways of perceiving, thinking, acting and reacting as a person.
To some extent, people generally do tend to operate in a similar way day after day, year after
year. Someone who has tended to be quiet and reserved up to now will probably still tend to
be quiet and reserved in the future.
It is this individual consistency in thought patterns, behavior patterns and emotional patterns
which defines personality.

Exercise: Answer the following questions:
1. Do you prefer a) group classes (which include student interaction), or b) 1 teacher - 1

student classes?
2. Do you prefer a) oral tests, or b) written tests?
3. Do you prefer a) practical application, or b) dealing with concepts?
4. Do you prefer a) being given an example first, or b) being given the rule first?
5. Do you prefer a) social interaction, or b) working by yourself?
6. Do you prefer a) being given the rule plus its many variations, or b) being given lots of
examples so that you can deduce the rule for yourself?
7. Do you prefer a) memorizing lots of facts and details, or b) just grasping the general
concepts?
8. Do you prefer a) the real, concrete and tangible, or b) meanings, symbols and
abstractions?
9. Do you prefer a) observing specifics, or b) having flashes of insight?
10. With new material, do you prefer a) going step-by-step (according to the textbook or
manual), or b) finding your own way?
11. Do you tend to be a) generally more skeptical, or b) generally more trusting?
12. Do you a) more value firm-mindedness, or b) more value harmony between people?
13. Are you a) more objective, or b) more subjective?
14. Do you a) prize more highly logical order, or b) warmth in friendships?
15. When coming to a decision, do you more a) use objective and impersonal criteria, or b)
weigh human values and motives (my own and others)?
16. Do you a) work in a steady, orderly way, or b) work in a flexible, more impulsive way?
17. Do you prefer a) working on clearly laid out tasks, or b) working on discovery-type tasks?
18. When completing a task, is it important to you a) to finish it on time, or b) to remain open
longer pending further detail?
19. Do you prefer a) formal, structured tasks, or b) informal, problem-solving tasks?
20. Are you a) a more goal-oriented type of person, or b) a more open-ended, play-it-by-
ear, go-with-the-flow type of person?

2.1.2. The Four Personality Dichotomies

The Myers-Briggs Type Indicator (MBTI) is an instrument widely used to help people discover
the way they tend to take in information, make decisions and relate to people. It identifies
preferences in four areas termed as the four dichotomies:
I. Extraversion and Introversion
Describes where people prefer to focus or put their attention and get their energy — Do you
like to spend time in the outer world of people and things (Extraversion), or in your inner world
of ideas and images (Introversion)?
Extroverts
 They draw energy from an external world of interaction and doing.

 They are usually energized by being with people and interacting with them, and can
often think best if they can talk over their ideas with other people.
 They tend to act first, then reflect, then act further
 Are out going and Enthusiastic
Introverts
 They are seen as reflective or reserved
 They think best by themselves by processing ideas in their own minds.
 They draw energy from an internal world of thought and reflection.
 Prefer to know just a few people well.
 They tend to reflect, then act, then reflect further
 Tend to prefer to communicate in writing
 Often considered good listeners
 Feel comfortable being alone,
 They sometimes spend too much time reflecting and don’t move into action quickly
enough
 Sometimes forget to check with the outside world to see if their ideas really fit the
experience
In the above questionnaire, the more 'a' answers you checked off in questions 1-5, the
more extrovert you are, and the more 'b' answers you checked off, the more introvert
you are.

II. Sensing and Intuitive
Describes how people prefer to take in information — focused on what is real and actual or on
patterns and meanings in data.
Sensing (concrete-sequential)
 Gather information in a sequential way through the use of their five senses and like
to use established skills and step-by-step instructions
 Prefer to trust experience and what is real and interested in the concrete and here
& now.
 focus on the small detail and specific
 Often considered practical minded people
Intuitive Types
 Interested in abstract ideas, theories and possibilities, and often make good guesses,
and prefer to trust gut feelings, hence using imagination and ingenuity when
approaching problems.
 Tend to focus on the big picture first.
 Often considered creative and inventive people,
 Like to figure things out for themselves
In the above questionnaire, the more 'a' answers you checked off in questions 6-10,
the more 'sensing' (concrete-sequential) you are, and the more 'b' answers you
checked off, the more 'intuitive' you are.

III. Thinking and Feeling
Describes how people prefer to make decisions — based on logical analysis or guided by
concern for their impact on others.
Thinking Types
 Make decisions more objectively, on logical, impartial grounds.
o True or false - Black or white
 Decision is made in the mind take few things personally
 Appear cool and reserved
 Are convinced by rational arguments
 Are honest and direct
 Are good at seeing flaws
Feeling types
 Decisions are made subjectively on the basis of feelings as well as the effect of
the decision on personal issues-decision made with the heart
o Good or bad
 Appear warm and friendly, Value harmony and compassion
 Are convinced by how they feel and take many things personally
 are diplomatic and tactful and avoid arguments and conflict
 Are motivated by appreciation
In the above questionnaire, the more 'a' answers you checked off in questions 11-15,
the more 'thinking' you are, and the more 'b' answers you checked off, the more 'feeling'
you are.

IV. Judging and Perceiving
Describes how people prefer their daily life — planned and orderly or flexible and spontaneous
Judging (or closure-oriented) types
– Like to have things settled, seek closure, Find comfort in schedules

– Take responsibilities seriously
– Pay attention to time, usually prompt, Work first, play later
– Prefer to finish projects, like to make and stick with plans
– See the need for most rules
Perceiving (or open-ended) types
– Like to keep their options open, like to keep plans flexible

– Are playful and casual- Play first, work later
– Are less aware of time, may run late
– Have difficulty making some decisions
– Question the need for many rules and Want the freedom to be spontaneous
In the above questionnaire, the more 'a' answers you checked off in questions 16-20, the more
'judging' (closure-oriented) you are, and the more 'b' answers you checked off, the more
'perceiving' (open-ended) you are.
2.1.3. Myers-Briggs Type Indicator

A person’s personality can be a combination of the four dichotomies. Accordingly, as there are
two opposing preferences in each dichotomy there are 16 possible combinations of all the eight
preferences.
Theses 16 personality types known as the Myers-Briggs Type Indicator® instrument are listed
here as they are often shown in what is called a “type table.”


2.1.4. The Four Basic Personality Types (Temperament

Model)
RATIONAL- NT (Intuition and Thinking),
 Strive for competence and excellence in reaching their goals
 Are naturally pragmatic, always asking “Is this necessary,” “How can this be improved,”
“How does this work and how can it work better?”
 Enjoys thinking and intellectual pursuits, are great analyzers, problem-solvers
 Quick grasp of complex theories and systems
 Strong suit in strategy and Strive for efficiency
What Makes Sense to Them?

– Using exact, well researched information/facts, logical reasoning
– Learning more by watching then by doing
– Using experts in the subject matter
– The world of abstract ideas
– Taking the time to thoroughly work thru an issue.
What’s Hard for Them?
– working with those of different views
– Limited time to thoroughly deal with a subject
– Repeating the same tasks over and over
– Lots of specific rules and regulations
– Being diplomatic when convincing others
– Not monopolizing a conversation
– Expressing their emotions verbally
What Questions Do They Ask When Learning?
– How do I know this is true?
– Are there any possibilities we have not yet considered?
– What will we need in order to accomplish this?
Have a preference for:
– Extensive reading opportunities, Analytic “thinking” sessions
IDEALIST-NF (Intuition and Feeling)
 Romantic, Empathetic, Authentic, creative, and impassioned
 strive to be true to themselves and inspire others to bring out the best of them
 Have a need to live up to their high ideals, Integrity and Ethics
 Tend to glorify others and life in general

 Want deep, meaningful relationships

– Personalized learning, broad, general guidelines
– Maintaining friendly relationships
– Enthusiastic participation in projects they believe in
– Decisions made with the heart rather than the head
– Having to explain or justify feelings, giving exact details
– Working with authoritarian personalities, restrictive environment,
– Concentrating on one thing at a time, Accepting criticism
What Questions Do They Ask While Learning?
– What does this have to do with me? How can I make a difference?
Have preferences for:
– Movies/videos/television/Simulations/games
– Group discussions, group projects, Q&A sessions, short lectures
Guardian - SJ (Sensing and Judging)
 Responsible, dependable, traditional, loyal, cautious, consistent
 Are often conservative in decision-making,
 Rely and stick by their principles, strong sense of duty
 Often become good authority figures and enjoy giving orders
 Strive to be respected (and typically are)
 Always seek stability
What makes sense to them
– Working systematically in a step-by-step, programmed manner
– Paying close attention to detail
– Literal interpretations
– Knowing exactly what is expected of them
– Routines, established procedures and schedule to follow
– Working in groups, Discussion that seems to have no specific point
– Working in an unstructured, unorganized environment, Jumping from point to
point
– Dealing with abstract ideas,
What Questions Do They Ask While Learning?
– What are the facts I need? How do I do it? When is it due?

– What should the results look like?

– Reading manuals, Demonstration teaching, programmed instruction, hands-on
material, Drills
Artisan -SP (Sensing and Perceiving)

 Adventurous, Lively, Action-Oriented and live in the moment, Spontaneous,
 Strive for a range of experience and excitement
 Good at making things and working with their hands
 Seek action and learn by “doing”
 Opportunistic - optimistic for anything that will give them an advantage
 Resourceful, Risk-taking, Quick thinking (naturally responsive)
 Have a healthy aura about them and values freedom
 Flexible, easygoing, chill attitude about most people and things
 Looks to develop skills and are typically good at multitasking

– Using insight and instinct to solve problems, working with general time frames,
using real world experience to learn, Trying something themselves
– Restrictions and limitations
– Formal reports, Routines, keeping detailed records
– Re-doing anything once it is done
– Choosing only one answer and showing how they got the answer
What Question Do They Ask When Learning?
– How much of this is really necessary?
– Games/Simulations/demonstrations
– Independent study projects, problem solving activities

Exercise: Is the glass half full or half empty?
Four persons were asked the question “Is this glass half full or half empty?”
Their reactions to the question are depicted in the following diagram.
In groups of four, look at the diagram and determine in which temperament type each belongs
to.
Conclusion

Learning how to learn is an empowering experience, and discovering one's learning style
can lead to an increase in achievement and self-confidence. However, it is important to
realize that no one style is better than another. (Reflect back on your college course which
probably favored the intrinsically motivated, analytical and independent student.)
The goal of knowing about personality type is to understand and appreciate differences
between people. As all types are equal, there is no best type.
In short, understanding personality helps to:
 Better understand yourself and better appreciate the diversity of others.

 understand themselves and each other
 resolve conflict
 turn diversity into creativity
 Build community.
 Personality doesn’t predict:
o Intelligence
o Maturity
o Skills
o Abilities
2.1.5. Emotions
Emotions are short-lived feelings that come from a known cause while moods are feelings that
are longer lasting than emotions and have no clear starting point of formation.
Emotions can range from happy, ecstatic, sad and prideful, while Moods are either positive or
negative.
Flight instructors should be experts in managing and changing moods and emotions

The model shows the emotional states that we're likely to experience when trying to complete
a task, depending on the perceived difficulty of the challenge, and our perceptions of our skill
levels. For example, if the task isn't challenging and doesn't require a lot of skill, we're likely
to feel apathy towards it. But facing a challenging task without the required skills could easily
result in worry and anxiety.
To find a balance, and to perform at our best, we need a challenge that is significant and
interesting, and we need well-developed skills, so that we're confident that we can meet the
challenge. This moves us to a position where we can experience "flow" (being totally involved
and engaged in the activity).
This state of flow is often observed in people who have mastered their business, art, sport, or
hobby. They make whatever they're doing look easy and they're totally engaged with it.
Instructors can modify the challenge level of the assignments and align them with their skill
levels to engage them effectively.
Exercise: Emotions
What should the instructor do when the trainee is in the following emotional states?
 Apathy
 Boredom
 Relaxation
 Worry
 Control

 Anxiety
 Arousal
2.1.6. Attitudes
Attitude can be defined as a personal motivational predisposition to respond to persons,
situations, or events in a given manner. Studies have identified five hazardous attitudes that
can affect a pilot’s ability to make sound decisions and exercise authority properly. Two steps
to improve flight safety are identifying personal attitudes hazardous to safe flight and learning
behavior modification techniques.
2.1.7. Recognizing Hazardous Attitudes

Flight instructors must be able to spot hazardous attitudes in a student because recognition of
hazardous thoughts is the first step toward neutralizing them. CFIs should keep in mind that
being fit to fly depends on more than just a pilot’s physical condition and Recency of
experience. Hazardous attitudes contribute to poor pilot judgment and affect the quality of
decisions.

In order for a student to self-examine behaviors during flight, he or she must be taught the
potential risks caused from hazardous attitudes and, more importantly, the antidote for each.
For example, if a student has an easy time with flight training and seems to understand things
very quickly, there may be a potential for that student to have a “macho” hazardous attitude.
A successful CFI points out the potential for the behavior and teaches the student the antidote
for that attitude. Hazardous attitudes need to be noticed immediately and corrected with the
proper antidote to minimize the potential for any flight hazard.


2.1.8. Motivation
Motivation is the reason one acts or behaves in a certain way and lies at the heart of goals.
A goal is the object of a person’s effort. Motivation prompts students to engage in hard
work and affects student success. Being smart or coordinated seldom guarantees success,
but motivation routinely propels students to the top. An important part of an instructor’s
job is to discover what motivates each student and to use this information to encourage
him or her to work hard.
Motivation comes in many guises. It may be negative or positive. Negative motivation may
engender fear, for example. While negative motivation may be useful in certain situations,
characteristically it is not as effective in promoting efficient learning as positive motivation.
Positive motivation is provided by the promise or achievement of rewards. These rewards
may be personal or social, they may involve financial gain, satisfaction of the self-concept,
personal gain, or public recognition
Motivation may be tangible or intangible. Students seeking intangible rewards are
motivated by the desires for personal comfort and security, group approval, and the
achievement of a favorable self-image. The desire for personal comfort and security is a
form of motivation which instructors often forget. All students want secure, pleasant
conditions and a safe environment. If they recognize that what they are learning may
promote these objectives, their attention is easier to attract and hold. Insecure and
unpleasant training situations inhibit learning. Students also want a tangible return for their
efforts. For motivation to be effective on this level, students must believe that their efforts
are suitably rewarded. These rewards must be constantly apparent to the student
during instruction, whether they are to be financial, self-esteem, or public recognition
The tangible rewards of aviation are not always obvious during training. Traditional syllabi
often contain lessons with objectives that are not immediately obvious to the student.
These lessons may pay dividends during later instruction, a fact the student may not
appreciate and resulting in less learning than if the student could relate all objectives to an
operational need (law of readiness). The instructor should ensure that the student is aware
of those applications which are not immediately apparent. To reduce this issue, the
instructor should develop appropriate scenarios that contain the elements to be practiced
Everyone wants to avoid pain and injury. Students normally are eager to learn operations
or procedures that help prevent injury or loss of life. This is especially true when the student
knows that the ability to make timely decisions, or to act correctly in an emergency, is
based on sound principles

The attractive features of the activity to be learned also can be a strong motivational factor.
Students are anxious to learn skills that may be used to their advantage. If they understand
that each task is useful in preparing for future activities, they are more willing to pursue it
Another strong motivating force is group approval. Every person wants the approval of
peers and superiors. Interest can be stimulated and maintained by building on this natural
desire. Most students enjoy the feeling of belonging to a group and are interested in
accomplishment, which gives them prestige among their fellow students
Every person seeks to establish a favorable self-image. In certain instances, this self-image
may be submerged in feelings of insecurity or despondency. Fortunately, most people
engaged in a task believe that success is possible under the right combination of
circumstances and good fortune. This belief can be a powerful motivating force for
students. An instructor can effectively foster this motivation by the introduction of
perceptions that are solidly based on previously learned factual information easily
recognized by the student. Each additional block of learning should help formulate insight,
contributing to the ultimate training goals, and promoting student confidence in the overall
training program. At the same time, it helps the student develop a favorable self-image.
As this confirmation progresses and confidence increases, advancement is more rapid and
motivation is strengthened
Positive motivation is essential to true learning. Negative motivation in the form of reproofs
or threats should be avoided with all but the most overconfident and impulsive students.
Slumps in learning are often due to declining motivation. Motivation does not remain at a
uniformly high level. It may be affected by outside influences, such as physical or mental
disturbances or inadequate instruction. The instructor should strive to maintain motivation
at the highest possible level. In addition, the instructor should be alert to detect and
counter any lapses in motivation.
2.1.9. Maintaining Motivation:

 Motivation is generally not something that can be transferred from one person to
another. Instructors must become skillful at recognizing problems with motivation and
at encouraging students to continue to do their best
Rewarding Success
o Positive feedback encourages students. Practice positive feedback frequently
by:
 Praising incremental successes during training
 Relating daily accomplishments to lesson objectives
 Commenting favorably on student progress and level ability

o For example,
 as the student progresses through training, remark on the milestones.
 When a student first performs a task alone, congratulate him or her on
having learned it.
 When that same skill reaches an intermediate level, point out that the
student’s performance is almost consistent with the requirements of the
PTS.
 When performance is equal to the PTS requirements, comment
favorably on the skill acquisition.
 When student performance exceeds PTS requirements, point out what a
benefit this will be when the student must perform under pressure
during a practical test or on the job
Presenting New Challenges:
o With each declaration of success, be sure to present students with the next
challenge. For example, when a student begins to perform a skill consistently
to PTS requirements, challenge him or her to continue to improve it so the skill
can be performed under pressure or when distracted. Instructors can also
present new challenges by presenting the student with new problems or
situations
Drops in Motivation:
o Instructors must be prepared to deal with a number of circumstances in which
motivation levels drop. It is natural for motivation to wane somewhat after the
initial excitement of the student’s first days of training, or between major
training events such as solo, evaluations, or practical tests. Drops in
motivation appear in several different ways. Students may come to lessons
unprepared or give the general sense that aviation training is no longer a
priority. During these times, it is often helpful to remind students of their own
stated goals for seeking aviation training
o Learning plateaus are a common source of frustration, discouragement, and
decreased student motivation. A first line of defense against this situation is to
explain that learning seldom proceeds at a constant pace—no student climbs
the ladder of success by exactly one rung per day. Students should be
encouraged to continue to work hard and be reassured that results will follow
Summary of Instructor Actions:

o To ensure that students continue to work hard, the instructor should:

 Ask new students about their aviation training goals
 Reward incremental successes in learning
 Present new challenges
 Occasionally remind students about their own stated goals for aviation
training
 Assure students that learning plateaus are normal and that
improvement will resume with continued effort

2.1.10. Maslow’s Theory of Human Needs

According to Maslow, human needs go beyond the obvious physical needs of food and shelter
to include psychological needs, safety and security, love and belongingness, self-esteem, and
self-actualization to achieve one’s goals
Human needs are satisfied in order of importance. Once a need is satisfied, humans work to
satisfy the next level of need. Need satisfaction is an ongoing behavior that determines
everyday actions
Human Needs That Must Be Met To Encourage Learning:
1.1.10.1. Physiological:
These are biological needs. They consist of the need for air, food, water, and maintenance of
the human body. If a student is unwell, then little else matters. Unless the biological needs
are met, a person cannot concentrate fully on learning, self-expression, or any other tasks.
Instructors should monitor their students to make sure that their basic physical needs have
been met. A hungry or tired student may not be able to perform as expected
1.1.10.2. Security:
Once the physiological needs are met, the need for security becomes active. All humans have
a need to feel safe. Security needs are about keeping oneself from harm. If a student does not
feel safe, he or she cannot concentrate on learning. The aviation instructor who stresses flight
safety during training mitigates feelings of insecurity
1.1.10.3. Belonging:
When individuals are physically comfortable and do not feel threatened, they seek to satisfy
their social needs of belonging. Maslow states that people seek to overcome feelings of
loneliness and alienation. This involves both giving and receiving love, affection, and the sense
of belonging. For example, aviation students are usually out of their normal surroundings
during training, and their need for association and belonging is more pronounced. Instructors
should make every effort to help new students feel at ease and to reinforce their decision to
pursue a career or hobby in aviation
1.1.10.4. Esteem:
When the first three classes of needs are satisfied, the need for esteem can become dominant
Humans have a need for a stable, firmly based, high level of self-respect and respect from
others
Humans get esteem in two ways:

Internally:
A person judges himself or herself worthy by personally defined standards. High self-esteem
results in self-confidence, independence, achievement, competence, and knowledge
Externally:
Most people, however, seek external esteem through social approval and esteem from other
people, judging themselves by what others think of them.
When esteem needs are satisfied, a person feels self-confident and valuable as a person in the
world. When these needs are frustrated, the person feels inferior, weak, helpless, and
worthless. Esteem needs not only have a strong influence on the instructor-student
relationship, but also may be the main reason for a student’s interest in aviation training
1.1.10.5. Self-Actualization:
When all of the foregoing needs are satisfied, then and only then are the needs for self-
actualization activated. Maslow describes self-actualization as a person’s need to be and do
that which the person was “born to do.” To paraphrase an old Army recruiting slogan, self-
actualization is to "be all you can be".
Self-actualized people are characterized by:
 Being problem-focused
 Incorporating an ongoing freshness of appreciation of life
 A concern about personal growth
 The ability to have peak experiences.
Helping a student achieve his or her individual potential in aviation training offers the greatest
challenge as well as reward to the instructor.
Instructors should help students satisfy their human needs in a manner that creates a
healthy learning environment. In this type of environment, students experience fewer
frustrations and, therefore, can devote more attention to their studies. Fulfillment of needs
can be a powerful motivation in complex learning situations.

2.1.11. Defense Mechanisms:

Defense mechanisms are subconscious defenses employed against unpleasant realities. These
defenses are used often to soften, or make acceptable, feelings of failure, to alleviate guilt,
and to protect feelings of worth or adequacy. The following common defense mechanisms may
be used by students:
2.1.12. Rationalization
Excuses which are plausible and acceptable to the student for failure or poor performance. This
defense is a subconscious justification of that which is unacceptable, but sincerely believed.
2.1.13. Flight (Escape)

The student runs away from his/her problems. Symptoms include physical or mental ailments
and daydreaming. When carried to an extreme, the fantasy world and the real world become
confused.
2.1.14. Aggression
The best defense is an offense. Anger may be conventionally expressed, but in a classroom,
simulator, or aircraft, because of the social structure, aggressiveness may be expressed more
subtly by irrelevant questions, refusal to participate, or disruptive activities. Anger may be
vented on neutral objects not related to the problem.
2.1.15. Resignation
The student becomes so frustrated that he/she gives up or accepts defeat. A common cause
of the frustration is the bewilderment associated with being lost in an advanced phase of
training because the fundamentals were not grasped.

2.2. Basic Principles of Learning
What is learning?
OLD
WAY NEW WAY
Learning is demonstrated by a change in behavior that is a result of an experience or

transfer of knowledge
Learning is a change in behavior as a result of an experience
This definition of learning as a change in behavior is especially important for you as an

instructor.
The time you spend teaching people will be wastage (for you, the learners and the
organization) if your learners do not change their behavior as a result of the training.
2.2.1 Domains of Learning

Dr. Bloom, the father of Famous Bloom’s Taxonomy, played a central role in
transforming the field of educational psychology. Interested in what and how people
learn, he proposed a framework to help understand the major areas of learning and
thinking. He first classified them into three large groups called the domains of learning:
Cognitive (Thinking)
Affective (Feeling)
Psychomotor (Doing)

A. Cognitive Domain (Knowledge)

It includes remembering specific facts (content knowledge) and concepts that help
develop intellectual abilities and skills.
Stages in Knowledge (Cognitive) Learning:
1. Remembering
2. Understanding
3. Applying
4. Analyzing
5. Evaluating
6. Creating
Category Description Key Words (Verbs) Example
Remembering Recall previous learned defines, describes, • Quote prices from
information quote, identifies, memory to a
labels, lists, matches, customer.
quote, • Identifies the safety
rules.
Understanding Comprehending the Distinguishes, • Rewrites the principles
meaning, and explains, interprets, of test writing.
interpretation of paraphrases, rewrites, • Explain the steps for
instructions and and translates. performing a complex
problems. task.
Applying Use a concept in a new Applies changes, • Apply laws of statistics
situation. Applies what computes, constructs, to evaluate the
was learned in the demonstrates, reliability of a written
classroom into novel produces, relates, and test.
situations in the work solves.
place
Analyzing Separates material or analyzes, breaks • Troubleshoot a piece
concepts into down, compares, of equipment by using
component parts so contrasts, logical deduction.
that its organizational differentiates, • Gathers information
structure may be identifies, illustrates, from a department
understood. infers, separates. and selects the

required tasks for

training
Evaluating Make judgments about appraises, compares, • Select the most
the value of ideas or concludes, contrasts, effective solution.
materials criticizes, critiques, • Hire the most qualified
defends, describes, candidate.
discriminates, • Explain and justify a
evaluates, new budget.
Creating Builds a structure or categorizes, combines, • Write a company
pattern from diverse compiles, creates, operations or process
elements. Put parts designs, generates, manual.
together to form a modifies, organizes, • Design a machine to
whole, with emphasis plans, rearranges, perform a specific
on creating a new reconstructs, relates, task.
meaning or structure. revises, summarizes, • Integrates training
tells, writes. from several sources
to solve a problem.
• Revises and process to
improve the outcome.
The above table describes the six levels of cognitive learning and associated skills to
be demonstrated that can be observed and measured as demonstrated through the
examples given.
B. Affective Domain
The affective domain addresses a learner’s emotions toward the learning experience.
It includes feelings, values, enthusiasms, motivations, and attitudes. For the aviation
instructor, this may mean how the student approaches learning. Is he or she motivated
to learn? Does he or she exhibit confidence in learning? Does the student have a
positive attitude toward safety?
The affective domain is more difficult to measure, but motivation and enthusiasm are
important components of any learning. Therefore, the aviation instructor should be
acquainted with this facet of learning.

Stages in Affective Domain (Attitude) Learning:

1. Receiving Phenomena
2. Responding to Phenomena
3. Valuing
4. Organization
5. Internalizing Values
Category Description Key Words (Verbs) Example

Receiving Awareness, willingness to asks, Listens, • Listen to others with
Phenomena hear, selected attention. chooses, describes, respect. Listen for and
follows, gives, holds, remember the name of
identifies, names, newly introduced people.
selects, sits, erects,
replies, uses.
Responding to Active participation on answers, assists, • Participates in class
Phenomena the part of the learners. aids, complies, discussions. Gives a
Attends and reacts to a conforms, discusses, presentation. Questions
particular phenomenon. greets, helps, labels, new ideals, concepts,
Learning outcomes may performs, practices, models, etc. in order to
emphasize compliance in presents, reads, fully understand them.
responding, willingness to recites, reports, Know the safety rules
respond, or satisfaction in selects, tells, writes. and practices them.
responding (motivation).
Valuing The worth or value a completes, • Demonstrates belief in
person attaches to a demonstrates, the democratic process.
particular object, differentiates, • Is sensitive towards
phenomenon, or explains, follows, individual and cultural
behavior. This ranges forms, initiates, differences (value
from simple acceptance invites, joins, diversity).
to the more complex justifies, proposes, • Shows the ability to solve
state of reads, reports, problems.
commitment. Valuing is selects, shares, • Proposes a plan to social
based on the studies, works. improvement and follows
internalization of a set of

specified values, while through with

clues to these values are commitment.
expressed in the learner's • Informs management on
overt behavior and are matters that one feels
often identifiable. strongly about.
Organization Organizes values into adheres, alters, • Recognizes the need for
priorities by contrasting arranges, combines, balance between freedom
different values, resolving compares, and responsible behavior.
conflicts between them, completes, defends, • Accepts responsibility for
and creating a unique explains, formulates, one's behavior.
value system. The generalizes, • Explains the role of
emphasis is on identifies, integrates, systematic planning in
comparing, relating, and modifies, orders, solving problems.
synthesizing values. organizes, prepares, • Accepts professional
relates, synthesizes. ethical standards.
• Creates a life plan in
harmony with abilities,
interests, and beliefs.
• Prioritizes time
effectively to meet the
needs of the
organization, family, and
self.
Internalizing Has a value system that acts, discriminates, • Cooperates in group
values controls their behavior. displays, influences, activities (displays
The behavior is pervasive, listens, modifies, teamwork). Displays a
consistent, predictable, performs, practices, professional commitment
and most importantly, proposes, qualifies, to ethical practice on a
characteristic of the questions, revises, daily basis.
learner. serves, solves, • Revises judgments and
verifies. changes behavior in light
of new evidence.

• Values people for what

they are, not how they
look.
C. Psychomotor Domain
The psychomotor domain is skill based and includes physical movement, coordination,
and use of the motor-skill areas. Development of these skills requires repetitive
practice and is measured in terms of speed, precision, distance, and techniques. While
various examples of the psychomotor domain exist, the practical instructional levels
for aviation training purposes include observation, imitation, practice, and habit. This
domain is an important component of instruction when aviation instructors prepare
students for the practical test.
Stages in Psychomotor Domain (Skill) Learning:
1. Imitation
2. manipulation
3. Precision
4. Articulation
5. Naturalization
Category Description Key Words Example

(Verbs)
Imitation Observing and copy, follow, • Copying a work of art.
patterning behavior mimic, Performing a skill while
after someone else. repeat, observing a
Performance may be replicate, demonstrator.
of low quality. reproduce,
trace
Manipulation Being able to act, execute, • Being able to perform a
perform certain perform skill on one's own after
actions by memory taking lessons or reading
or following about it. Follows
instructions. instructions to build a
model.

Precision Performing a skill or calibrate, • Working and reworking

task without demonstrate, something, so it will be
assistance master “just right.” Perform a
skill or task without
assistance.
Articulation Coordinating and adapt, • Combining a series of
adapting a series of constructs, skills to produce a video
actions to achieve creates, that involves music,
harmony and internal modifies drama, color, sound, etc.
consistency. • Combining a series of
skills or activities to meet
a novel requirement.
Naturalization Mastering a high design, • Maneuvers a car into a
level performance development tight parallel parking
until it becomes spot.
second-nature or • Operates a computer
natural, without quickly and accurately.
needing to think • Displays competence
much about it. while playing the piano.
Group Exercise
 Make a group of 4
 Take a wall painter as an example of your trainee, and write the KSAs for
evaluation

2.2.2 Four Basic Stages of Competence in the Adult Learning

Process
As an instructor, your goal is to help your learners reach the conscious competence
stage. Most training sessions will aim to get this level. Back on the job, with practice
and appropriate support, the learner will fully integrate the new skills and reach the
unconscious competence stage.
Stages Description
Unconscious At this stage, the learner doesn’t even know what he or she doesn’t know
incompetence Example; the learner has no idea what skills he or she needs to ride a
bicycle.
Conscious During this stage, the learner becomes aware of what needs to be learned.
incompetence Example: He or she realizes that there are certain skills required to ride
a bicycle that he or she doesn’t have.
Conscious In this stage, the learner develops the knowledge, skills and attitudes to
competence properly perform the required task.
Example: the learner learns how to ride the bicycle very carefully.
Unconscious When the learner gets to this stage, the new skills become so practiced
competence and automatic that he or she can apply them to a variety of situations
without thinking.
Example: the learner can ride a bicycle so well that he or she doesn’t
even have to think about what he or she is doing.

Note: After a person has reached an unconscious–competence stage, there is a

possibility that he will return back to unconscious-incompetence stage due to change.
Exercise: Four Stages of Learning

Instruction
 Work in pairs
 Create one example from experience for each stage of the adult learning
process.
 Describe Examples of a situation when a person at unconscious-
competence stage comes back to unconscious–incompetence stage.

2.2.3 Adult Learner Characteristics

Part of being an effective instructor involves understanding how adults learn best.
Compared to children and teens, adults have special needs and requirements as
learners. The field of adult learning was pioneered by Malcolm Knowles. He identified
the following characteristics of adult learners:
 Readiness: Adults are goal-oriented. Upon enrolling in a course, they usually
know what goal they want to attain. They, therefore, appreciate a training
program that is organized and has clearly defined elements.
 Experience: Adults have accumulated a foundation of life experiences and
knowledge that may include work-related activities, family responsibilities,
and previous education. They need to connect learning to this
knowledge/experience base.
 Responsibility: Adults are autonomous and self-directed. They need to be
free to direct themselves. The want to take responsibility for their own learning.
 Practice: Adults are practical, focusing on the aspects of a lesson most useful
to them in their work. They may not be interested in knowledge for its own
sake. Instructors must tell participants explicitly how the lesson will be useful
to them on the job.
 Feedback: Adult Learners would like to get feedback on their progress while
learning. Feedback reinforces the achievement and also motivates learners to
achieve more.
 Action: Adults are relevancy-oriented. They must see a reason for learning
something. Learning has to be applicable to their work or other responsibilities
to be of value to them.
 Respect: As do all learners, adults need to be shown respect. Instructors must
acknowledge the wealth of experiences that adult participants bring to the
classroom.

Characteristic Description Strategy

Readiness - Ready=Wanting to learn - Describe how the new concept will
- What’s in it for me (WIIFM). benefit the learners.
- Necessary pre-requisite skills to start - Describe work related situations.
learning new content/skills. - Make content meaningful and job
- You can’t force an adult learner to learn related.
a new skill. For learning to take place, the - Ask learners to think about how
learner must be ready to learn. The reason they can use the new knowledge or
for wanting to learn can vary from skills back on the job.
providing status to being promoted, to
making one’s job easier.
Responsibility - Involve learners in a process of analysis - Ask learners to identify their goals,
problem solving and decision making - Relate course learning objectives to
Adult learners are: self-directed, capable learners goals,
of managing their own learning, want a say - Share the learning agenda with
in how they learn, Want a certain degree learners.
of responsibility for their learning. - Involve learners when choices are
possible (e.g. doing an exercise as a
group instead of individually).
- Encourage learner’s participation at
every moment.
Experience - Experience affects learning: - Relate the course content to what
- Adults bring ideas, attitudes and they already know or have
preconceived notions that are the result of experienced.
his or her experiences. - Ask learners how they can apply the
- These experiences add depth and real- new content to their situation.
world ideas to a training program. - Ask learners how they can apply the
- Learner’s experience enhances their new content to their situation.
understanding of the course content. - If learners had a previous negative
experience with something similar to
what you are teaching they may
resist what you are teaching,
therefore:
- Ensure that the negative experience
really relates to what you are
teaching,
- Acknowledge the negative
experience & Show why it will not be
repeated.
- If learners experience may not
apply to what you are teaching then
the following strategies will help:
- Create interest by drawing parallels
to other learners’ experience (e.g.

Characteristic Description Strategy

what happened in another
department, in a similar company)
Practice - Adult learning courses must provide: - Build up concrete examples of
- Practice activities, content involving the learners (e.g.
- Analyze their resulting experiences, and imagine you are in charge of …)
- Relate them to their own jobs. - Allow learners to practice skill.
- Ask learners to describe how they
feel about the new skill.
- Ask the learners to describe how
they would apply the new skill back
on the job.
- Get their commitment to apply the
learning back on job.
Feedback - The adult learner needs to receive - Provide opportunities for early
feedback from the instructor in order to successes that build confidence.
feel confident about learning new skills and - Recognize achievement whenever
/or behaviors. learners respond correctly.
Adult learners often lack confidence in their - Provide corrective feedback when
learning abilities. This is especially true learner behavior is unacceptable or
when they have had little or no structured needs ‘shaping’.
learning opportunities since school. Their -Guide learners to assess themselves
confidence may also be low if they had a to monitor their progress.
previous negative experience.
- When learners are corrected or helped
with mistakes, when they see that they are
learning and are recognized for their
efforts, confidence builds, learning
becomes easier & progress faster.
- Feedback is: Information that tells
individuals what & how well they are
performing.
Action - Application on the job. - Encourage learners to apply their
- Learning is more likely to stick when learning immediately on the job.
learners are able to apply it on the job as - Help learners create an action plan
soon as possible after the course. to demonstrate how they will apply
- They must take action that demonstrates the newly acquired skills.
their newly acquired skills - Provide opportunities for practice
that reflects real life experiences.
- Provide job aids coaching after the
course is completed.

Interactive Discussion: The Learner Characteristic

Instruction:
 Read the discussion questions below.
 Use the space provided to write in answers to the discussion question
 Be prepared to discuss your answers with the group.
1. How can we help adult learners recognize the benefits of the course they
are taking?
2. What can we do to provide learners with the opportunity to take

responsibility for their own learning?
3. How else can you recognize a learners’ experience in your training session?

2.2.4 The Role of the Instructor
Trainer Facilitator
Follow the lesson plan
Facilitate learning
Present course
Facilitate discussions
Use Instructional Aids
Manager
Learner
Manage learning activities
Manage classroom problems
Evaluate learning
Exercise: The Roles of the Instructor

Instructions
 Form 4 groups.
 Each group will choose one flipchart and one marker.
 Each group will write as many examples of how an instructor performs the role
written on the flipchart.
 When the whistle blows each group will rotate to the next Flipchart and repeat
the exercise.
o Add new examples.
o Circle items that need clarification.
 Regroup and discuss.

Review: TIC TAC TOE

Instructions
 Choose any term and place the corresponding number in one of the TIC TAC
TOE boxes. Use a number only once.
 Instructor will read aloud one definition at a time randomly chosen. If the
definition matches your number then place a check mark on the space.
 The first person to have TIC TAC TOE wins (3 diagonally).
Learning Domains 1
Unconscious Competence 2
Learning 3
Evaluation 4
Readiness 5
Feedback 6
Remembering 7
Facilitator 8
Manager 9
Internalizing Value 10
Learner focused 11
Instructor role. 12

Day 1- Learning Journal

What I have learned Actions I will take challenges

Module 3- The Four Step Model
Delivery
PREPARE START CONDUCT WRAP-UP
Step 1- Prepare
DELIVER
Module Objectives
At the end of Module 3 you will able to:

 List the components of the Deliver Training Model
 List the tasks required to prepare for delivery of training
 Identify and describe the sections of a lesson plan
 Identify the characteristics of well written learning objectives
 Recognize how “Gagné’s Instructional Events” can guide your lesson plans

In order to perform the four roles of the instructor (manager, trainer, facilitator &
learner) there are a number of skill areas that an effective instructor must have.
Effective instructors apply these skills to ensure that learners receive the training they
need.
Follow the four–step model to help you:
 Perform the required skills to deliver your training event
 Ensure a successful learner–centered training event.
How to Prepare to Deliver Training
NO DOES A LESSON
YES
PLAN EXIST?
Create a lesson plan Prepare to deliver

•Analyze audience
•Create learning •Know your learners
objectives •Study course content and
•Determine course lesson plans
content •Personalize examples
•Determine course •Plan your opening
activities •Plan to manage objectives
•Determine •Practice before delivering
evaluation •Set up training room
Exercise: Fact or Fiction

Instructions
 Read each statement below.
 Decide if the statement is true or false.
 Check fact if the statement is true.
 Check fiction if the statement is false.
Statement
1. A lesson plan is a book, manual, report or other reference Fact
document. Fiction
2. A lesson plan includes content to be delivered during the Fact
session. Fiction

4. A lesson plan is a slide presentation. Fact

Fiction
4. A lesson plan is a document from which the facilitator
Fact
reads to the class.
Fiction
5. A lesson plan includes directions for tests and exercises.
Fact
Fiction
6. A lesson plan does not need to include rationale or
Fact
objectives for the lesson.
Fiction

A Lesson Plan is NOT:
• A slide presentation or a printed copy of Power Point slides.

• A slide presentation with additional notes in the notes section.
• A book, manual, report or other reference document
• Loose notes
• A document from which the facilitator reads to the class
• Document with content material or a reference manual
• The table of contents of a reference manual.
• A course schedule listing lessons and durations.
• A list of guest lecturers and the topics they will cover.
• An administrative document for tracking and control.
Lesson plan
A carefully written
document
describing how the
delivery of
instruction must be
organized and
carried out.

A Lesson Plan is:

An instructional tool (document) that includes:
– Information organized into an effective sequence
– Content included in the session
– Learning objectives
– Rationale for the lesson
– Directions for tests, activities/exercises
– Instructional aids to be used and how they will be used
– Time allocation for each part of the session
Anatomy of a Lesson Plan

Lesson •Title ; Timing; Learning Objectives; Training
Information strategy; Materials and instructional Aids
Start •WIIFM
•List of learning objective
Conduct •Description of lesson/ course content, including
all activities and exercises list instructional aids
that will be used for each activity exercise
•Breakdown of time for each module and
activity/exercise
Wrap-up •Review of key points
•Evaluation (if objectives has been met)
•Link this lesson/course with upcoming
lesson/course, if relevant

Exercise: Anatomy of a Lesson Plan

Instructions
 Work in pairs.
 Match each section of the lesson with the appropriate sample content.
 Write the corresponding letter in the middle column.
Lesson plan section Answers Sample Lesson Plan Content.

A. As you can see, the basis of introducing a cat
to your home is recognizing that cats are
List of materials, instructional territorial. Now that your cat is relatively
aids. adjusted to its new surroundings, you’re ready
to introduce it to your other pets. This will be
the topic of our next lesson.
B. before we can talk about cats and how to
Wrap-up control them, we must first look at how you
introduce a new cat into your home.
C. after we complete this lesson, you will be
Delivery Strategy. able to introduce a cat into your home so that
you build a healthy, long-term relationship.
D. Interactive discussion, paper and pencil
Introduction
activity.
E. Let the cat adjusts slowly to its new home.
When bringing home a new cat for the first
Delivery of content.
time, find a quiet, small room and shut all the
doors and windows.
Learning Objectives F. Flip chart paper and pencil.

The lesson plan usually follows a specific format and offers the following advantages:
1. Better standards that can shared between instructors.
2. Better structure of learning activities.
3. Focus on key points.
4. Improved confidence in achieving results.
5. Better organization.
6. More effective management of time available for training.
7. Greater overall instructional effectiveness and therefore quality of training.
Advantages of Lesson Plans
While lesson plans are often written and used by instructors individually, they should
also be shared to support standardization and optimize effort. Sharing is much easier
and more effective when all instructors use the same format. Accordingly, regardless
of the specific features of the format selected for lesson planning, training units or
other groups of instructors expecting to work together should select a unique format
for all lesson plans that will readily understood by all instructors.
A lesson plan typically includes a cover page with the lesson objectives and an
overview of how the lesson is organized followed by one or more pages each for the
introduction, presentation and conclusion.
Preparing a lesson plan can be quite time consuming leading to the temptation to cut
corners and only include essential information rather than completing all pages. While
this may seem a great time saver at that time, it will likely become a serious handicap
later on when lesson plans must be shared and maintained.
Learning Objectives

An objective is the statement that spells out a specific observable action the learners
will be able to do at the end of the lesson
At the end of this lesson, learners will be able to:

 Explain why it is important to follow a lesson plan
 Describe the six instructor skills for following a lesson plan
Lesson plan-Objectives
The objective should describe an observable behavior/action that demonstrates that
the leaner has learned the content or skill. The verb used in the statement should be
observable.
When writing a lesson plan you should be very clear about what the learners to achieve
and how they will demonstrate this new behavior.
By clearly stating what we expect learners to be able to do at the end
of the training, we can,
a. Eliminate or reduce student uncertainty about what they will
be expected to do;
b. Eliminate or reduce instructor uncertainty about the training to
be offered;
c. More effectively evaluate students results; and
d. More effectively evaluate the overall effectiveness of training.
Qualities of Good Objectives
Good objectives demonstrate four (4) basic qualities:
a. They communicate clearly - there is no need to guess about

what should be taught or learned
b. They are observable and measurable - the performance
described in the objective must be related to an overt action
that can be observed and compared against stated criteria to
determine how well it meets established standards;
c. They include statements of performance, conditions and
standards; and

d. They are relevant, Achievable and realistic - what cannot be

accomplished is not worth teaching!
A simple test can be performed to determine if an objective you have written

includes these qualities. Once you are satisfied that your objective is clearly
written, give it to someone who is not familiar with your course and without any
kind of assistance from yourself, ask him/her to explain what it means. If this
person can explain to you without hesitation what the student will do at the end
of the training, under what conditions and by which criteria his/her degree of
success will be measured, then you can be reassured that your objective is well
written.
Gagné's 9 Events of Instruction
A truly prominent figure of his time, Robert Gagné made substantial theoretical and
practical contributions to both training and education. In particular, he developed a
model describing instruction as a series of nine events, each representing a step to
better organize and facilitate the communication between instructor and students.
Gagne’s Instructional Events should satisfy or provide the necessary conditions for
learning and serve as the basis for designing instruction and selecting appropriate
media
Gagné's steps of instruction
What is the optimal sequencing of courseware and how is it related to various types of
learning? Gagné suggests nine universal steps of instruction (cf. Gagné 85 or Aronson
1983) which should be found in any instructional context:
1. Gain attention e.g. present a good problem, a new situation, use a multimedia
advertisement.
2. Describe the goal: e.g. describe the goal of a lesson (task,...), state what
students will be able to accomplish and how they will be able to use the
knowledge, give a demonstration if appropriate.
3. Stimulate recall of prior knowledge e.g. remind the students of prior
knowledge relevant to the current lesson (facts, rules, procedures or skills).
Show how knowledge is connected, provide the student with a framework that
helps learning and remembering. Tests can be included.

4. Present the material to be learned e.g. text, graphics, simulations, figures,

pictures, sound, etc. e.g. follow a consistent presentation style, avoid chunking
of information (avoid memory overload, recall information)
5. Provide guidance for learning e.g. presentation of content is different from
instructions on how to learn. Should be simpler and easier to learn that content.
Use of different channel.
6. Elicit performance "practice", let the learner do something with the newly
acquired behavior, practice skills or apply knowledge
7. Provide informative feedback show correctness of the trainee's response,
analyze learner's behavior (or let him do it), maybe present a good (step-by-
step) solution of the problem
8. Assess performance test, if the lesson has been learned. also give sometimes
general progress information
9. Enhance retention and transfer inform the learner about similar problem
situations, provide additional practice. Put the learner in a transfer situation.
Maybe let the learners review the lesson.
Gagne’s Instructional Events

Event of Instruction Learning Phase
1. Gain attention Attention: Alertness
2. Inform the learner of objective Expectancy
3. Stimulate recall of prior knowledge. Retrieval
4. Present the stimulus Selective Perception
5. Provide learning guidance Encoding
6. Elicit performance Responding
7. Provide feedback Feedback
8. Asses performance Responding &
Feedback
9. Enhance retention and transfer Cueing Retrieval
Exercise: Putting it all Together

How do Gagne’s Events and Learner Characteristics fit together?

Exercise: Critical Elements for Lesson Planning

Instructions
 Use your manuals.
 Select a discreet topic that would take no more than 10-15 minutes to deliver.
 Answer the questions in the worksheet using this segment.
 Identify where your content would fit into a lesson plan (use the lesson plan
template).
Tips
Create a lesson plan.
 Write as you would speak.
 Use large font so it is easy to read.
 Leave space for notes as you deliver the content in case you want to make
changes.
 Don’t cut corners when writing a lesson plan; it will come in handy when you
are delivering the course/session.
Worksheet – Critical Elements for Lesson Planning
Question Your comment
1. How are you going to
introduce the topic (to help gain
learners attention, address
readiness)? Lesson plan section ______________________
2. What would you do to
encourage interactivity and
participation (to help learners
with retrieval and selective
perception)? Lesson plan section ______________________
3. How are you going to know if
they have learned (to help
learners encode and respond)?
Lesson plan section ______________________

Lesson Plan Template
Lesson Title – Time:
Learning objectives At the end of this lesson you will be able to:
Materials and Laptop, LCD projectors, Flip chart

references
Instructional /
Learning strategy
Activity Content Time
GA: WIIFM
IO: State the

Start objectives
Topics to be
covered
RL:
PS:
Conduct
LG:
EP:
AP:
Wrap up EV:
Lead into R&T: Tell
TIP: Have you prepared enough?

Randomly select a point in your lesson plan. If you can determine what comes
immediately before and after this point without having to consult your
instructor guide, you are sufficiently prepared

Module 4: Step 2 - Start
Module Objectives
At the end of this Module, you will be able to:

 List the tasks required to start the training event
 List and explain tips for making a positive first impression
DELIVER
How you start, sets the tone for the whole training event. A good beginning in which
the learners are on your side, motivated and at ease is a good indication that the
learning will take place. On the other hand, if the learners are suspicious of you, feel
uncomfortable and don’t know what to expect, you will have an uphill battle for the
whole session. The first 30 minutes of the training session sets the tone for the rest of
the course/session. Decide what that tone is and project it.

Greet learners before the session begins

• Put learners at ease
• Set the context for the session, including a clear summary of course objective
Making a Positive First Impression

TIPS  Expectations: begin promptly (this sends the message that you will stick to
the times on the agenda)’ focus on objectives and hook their interest in the
course- not on lunch breaks and coffee break.
 Competence: use the opening exercise to assess level of performance and
skill of group and individuals: project self confidence in the subject matter
but be honest about what you don’t know.
 Compatibility: let them know that you plan to interact with them not teach
them; establish a rapport as soon as possible.
 Trust: establish a sense of mutual respect and confidentiality to ensure that
they can trust you.
 Relevance: establish a connection between course content and their jobs
from the outset of the course.
 Out of class concerns: Inform them of times when they will be free to
communicate with the outside world if necessary. Be sensitive to that fact
that they all come to the course with real life concerns.

Module 5: Step 3 - Conduct
At the end of Module 5, you will be able to:

 Explain the roles required to conduct the training
 List and demonstrate the tasks required to conduct the training event
DELIVER
Trainer
Facilitator
Follow the lesson plan
Facilitate learning
Present course
Facilitate discussions
Use Instructional Aids
Manager
Manage learning activities

Manage classroom problems
Evaluate learning
A. The Role of Instructor as a Trainer

1. Follow the lesson Plan
At the end of this lesson you will be able to:
 Begin with overview and objectives
 Present content accurately
 Conduct all learning activities as written in the lesson plan
 End each lesson by summarizing key points and linking to the next lesson
 Keep to the schedule specified in the lesson plan
 Administer evaluation procedures
Begin with Overview and Objectives
Content & Procedures
 What the learners will look at (content)
 What they will do (activities)
Present Content Accurately
 Become very familiar with the lesson plan
 Follow the material and guidelines in the lesson plan and avoid skipping over
any sections

Present Lesson Content

 Present and demonstrate most of the content
 Use variety of strategies to present content in a dynamic and engaging manner
 Keep the focus on the learner as you present the content
Conduct all Learning Activities
When conducting learning activities
 Demonstrate teaching points
 Focus the training on the learner
 Provide learners with opportunity to practice a specific skill
Conduct all Learning Activities
Activities provide learners with opportunities to:
 Apply the concepts that are being presented
 Explore and develop ideas
 Test or challenge concepts
 Practice specific skills
End by Summarizing and Linking
 Review or restate the key content areas covered throughout the lesson
 Make a smooth transition between the topic of the lesson ad the next one
Keep to the Schedule
 Make sure you can always see the time in an unobtrusive manner
 Compare schedule time to actual time every 10 – 15 minutes
 Start on time in the morning and after all breaks
 Stop exercises in the time allotted
Managing the Time
As everyone who has taught knows, no matter how well prepared you are, sessions
never unfold exactly as you expected and planned. Being flexible and open to this kind
of change in plans or the schedule is one characteristic of a good teacher. However,
you need to balance this flexibility with time management. Following are some
techniques for time management:
 When planning the session anticipate how long each section and activity will
take. Make sure you leave a few minutes leeway in each direction.
 Have a clock or watch handy and keep an eye on it.
 Be prepared to change your plans if you are running out of time. This requires
that you think on your feet. You may need to cut out one section you originally
intended to teach. Remember that it is better to cover less and be sure that

students truly learn the material than to cover more in a quick or superficial
manner.
Exercise: Interactive discussions - Follow the lesson plan

Instruction:
 In teams of 3, answer the following questions in the space provided.
 Be prepared to share your answers.
1. Why is it a good idea to begin a lesson with an overview and objectives?
2. How do you currently prepare for delivery of training to help you present course
content accurately?
3. What is the impact on learning if the instructor moves from one section to the
other without linking ideas?
4. What are some challenges in keeping to the Schedule of a lesson plan

Day 2- Learning Journal

2. Present Course Content
Present Content Conversationally

 Avoid reading the facilitator guide
 Paraphrase and look at your learners
Maintain Eye Contact
 Slowly scan the learners with your eyes
 Select one person to talk to for a few moments
 Maintain eye contact with that person while you are talking
 After approximately 5 seconds, sweep the room again and select another
person to talk to
 Repeat this process and stop after you have made eye contact with at least 4
learners
Use Understandable Language
 Vocabulary should only be as technical as learners are used to hearing on the
job
 Define all complex terms
 Avoid acronyms that learners are not familiar with
 Use simpler words whenever possible
Speak in a Clear, Audible Voice
 Control the volume and pace
 Volume – how loudly or softly you speak
 Pace – how quickly or slowly you speak
 Vary the pace and volume during a session
Your voice is a tool
Speaking to an Audience
Effectively engaging an audience is depending on the speaker's ability to sound
interesting and convey a positive attitude. Developing good speaking skills involves an
increased awareness of your voice, language, body language and tone while teaching.
The following tips and activities will help you develop that awareness and improve your
teaching.
Voice
your primary tool for instruction is your voice; When speaking to a class, think about
projection, pace and modulation.

 Projection: Make sure you are speaking loudly enough so that everyone can
hear you. At the beginning of the session, ask the audience if they can hear
you and adjust your volume accordingly. Be sure you aren't speaking too
loudly, though, as it can overwhelm your audience.
 Pace: Make sure you are not going so fast that people cannot keep up, or so
slow that people get bored and stop paying attention. You can also use strategic
pauses, such as pausing just before an important point in order to emphasize
it. One common pitfall is long silences while you are opening a browser or
database or waiting for a search to run. Use that time to explain the concept
behind what you are doing. In addition, keep in mind that the pace of the
session depends upon your audience.
 Modulation: Whether your natural speaking voice is high or low, loud or soft,
varying your inflection and volume will keep your audience's attention.
Language
Avoid library-speak! Most students are unfamiliar with library terminology and
research processes. Remember that you are more interested in students learning the
concepts and skills of library research than library terminology. To that end, try
introducing those terms that students will need to locate information in an interesting
yet succinct way. Use analogies to describe difficult concepts. For example, when
discussing Library Catalog, don't refer to it as an OPAC. It won't mean anything to the
students. Instead, you may want to explain that the library catalog is like a map of all
items in the library. When you search the catalog, it is like asking for directions to
specific resources in the library.
Body Language
you are communicating with your students through your body language as well as
your voice. You can use body language to great effect in the classroom. The
following techniques illustrate how.
 Develop eye contact with your audience. If you look at people when you are
teaching, you send a message that the content is important and make a
connection with the audience that keeps their attention. Make sure that you
look around the room and do not just focus on one person or one section of the
room. Some instructors break the room up into sections and make a point of
regularly looking from section to section in order to connect with the entire
class.

 Use gestures to emphasize points and keep your audience's attention. If you
want to emphasize something you are demonstrating, remember to gesture
toward the screen students are seeing instead of moving the mouse on the
instructor station screen.
 Stand up. It keeps your audience's attention. If you must sit, alternate between
sitting and standing to make transitions between points or sections of the
session.
 Walk around to keep your audience's attention. Try taking a few steps forward
when you want to emphasize a part of your content.
 Relax! Be conscious of how you are carrying yourself. Try not to let your
shoulders tense up or allow your body to become rigid. This is physically
exhausting and will affect how students perceive you.
 Smile and laugh! It engages your audience and makes you more approachable
if students have questions.
Tone and humor
your tone also affects your teaching success. If you sound bored, for example,
students will be bored. When teaching, try to convey an contagious enthusiasm for
the topic. Be positive and upbeat and don't focus on negatives or difficulties. You
may also want to try incorporating humor into your instruction. A funny library
instruction session will go a long way toward improving students' attitudes about the
library and librarians. You may want to try weaving a humorous story throughout the
presentation, maybe using it as a basis for activities and sample searches.
10 key tips
From years of study and experience, researchers have condensed a list of the 10 key
tips for appearing conversational with even the largest groups. They are:
1. Try to talk with, not at, your audience.
2. Use conversational language and avoid large, multisyllabic words.
3. Ask questions immediately and listen to the answers.
4. Get the audience involved, even if it means having them stand and shake each
other's hands.
5. Place nothing between you and your audience— avoid lecterns, podiums and
risers when possible.
6. Mingle with your audience — if possible, actually walk into the audience.
7. Use participant names whenever possible and encourage them to use yours.
8. Smile — it's a natural conversation starter.

9. Use humor when and where you can.

10. Use personal anecdotes and stories — they give your audience something to
relate to and make the presentation experiential.
Although initially these tips may seem simple, they are quite powerful. Consistently
applied, they are guaranteed to not only improve your presentations, but also increase
your confidence and comfort level in front of any room.
Avoid Offending Language

 Choose your language carefully to avoid offending learners
 Keep in mind cultural differences and values of the learners
Use Natural Gestures and Body Movements

 Use non-verbal communication to enhance and add to your presentation of
content
 Avoid gestures and body movements that distract from the lesson or annoy the
learners
Non-verbal Communication
Communication doesn't only happen through words. In fact, when we communicate

with someone, words are the second medium through which messages are exchanged.
When we come into contact with someone else, our body begins to “speak”, even
before we open our mouths. Non-verbal communication consists of the gestures,
positions, appearance or any other element related to our bodies or appearance. In
many cases, non-verbal communication is more eloquent and more effective than
language itself.
Non-verbal Communication
 Gestures, expressions, body posture, etc. that express, emphasize or clarify
thoughts, opinions or reactions.
 Important to maintain verbal / non-verbal congruence.
 Awareness of student NVC provides essential feedback.
 Good NVC makes instruction more natural and reduces teacher/learner
distance.

Six Ways to Improve NVC

 Eye contact
 Facial expressions
 Gestures
 Posture and body orientation
 Proximity
 Paralinguistic
Demonstrate a positive Attitude
 Do not bias the learner against content
 Show that you believe in the content
 Show that you believe in the benefit to taking the course
Exercise: Present Course Content

Instructions
 Form groups of 3-4 people.
 Each participant presents content to the group for 5 minutes (about a hobby,
sport, family, favorite holiday etc.)
 Your group will observe.
 Record observations on the Present Course Content Checklist.
 Provide feedback.

Present Course Content Worksheet
Needs Suggestions for

Skill Done well
improvement improvement.
Presents content
conversationally
Maintains eye contact

with learners
Speaks in a clear,
audible voice
Uses language that

learners understand
Uses natural
gestures/body
movements.
Demonstrates a
positive attitude
Introduces, presents
and summarizes the
presentation

3. Use Instructional Aids
What Are Instructional Aids?
An instructional aid is any device, equipment, machine, mock-up, illustration,

simulator or other item used to improve or facilitate the teaching/learning process.
Instructional aids abound all around us. Some are easily recognized, while others are
ignored. Some are complex, others simple. Some are specifically designed to support
instruction, while others are borrowed and adapted from other domains. The key
element is that aids must help improve learning. Anything that can help students
achieve objectives or our audience understand a message by activating one or more
of the senses can become an instructional aid.
Glamour and high technology often have little to do with effective instructional aids.
Quite often, learning neither requires the most recent, the most sophisticated or the
most costly equipment to take place. The simplest objects can often become good
instructional aids when used properly. Imagination and creativity are therefore just as
important as expertise or a large budget to prepare and effectively use instructional
aids.
Instructional Aids
Instructional aids are any device, equipment, machine, mock-up, illustration,
simulator, etc. used to improve or facilitate the transmission of key ideas

Role of Instructional Aids

 Focus attention
 Reinforce the message
 Stimulate interest
 Illustrate concepts
 Improve retention
 Provide practice
Instructional aids are not toys or gadgets! It has become common to see the
latest in technology or other inventions is the long awaited solution to promote
learning. This is followed by a mad dash to get and use the new gadgets. This has
been the case with overhead projectors, sound recorders, television, video-tape
recorders, computers and simulators.
The bottom line is that these items are useless unless they can:
a) Clearly improve instruction or other forms of communication (in terms of
measurable outcomes;
b) Cannot be substituted with something that already exists, with the same
results; and,
c) Are a cost-effective solution.
Whether used in the classroom or for other presentations, instructional aids must
serve a purpose. Aids must not be used:
 to impress your audience;
 to avoid interaction with the audience;
 to simplify or replace good preparation;
 to make more that one point; or,
 to present simple ideas that can clearly be stated verbally.
Types of Instructional Aids
Generally, training aids fall into one or the other of the following three broad
categories:
 AURAL: Includes devices used primarily to generate or reproduce sound.
 VISUAL: Includes devices used primarily to generate visual stimuli, with or
without motion.
 KINESTHETIC: Includes devices that allow for the practice of actions and
reactions that involve the use of the body or limbs.

Aural
Visual
Kinesthetic
Relative Effectiveness
RECALL 3 HOURS RECALL 3

METHOD
LATER DAYS LATER
Telling Only % %
Showing Only % %
A blend of telling & showing % %
Selecting Instructional Aids

Most often, instructional aids are selected either from habit, individual preference or
because they are the only ones available. An effective selection process, however,
requires that a number of factors be considered to ensure that the aid is well matched
to the objectives. Comparing numerous factors can be a complex undertaking. The
biggest problem is that there is often a very large number of factors associated with
the characteristics of various aids, the type of instructional objectives, student profile,
and job/learning environment characteristics. To keep things simple, we propose using
the following steps:

1. Review the instructional objectives and identify what must be seen, heard or
done to achieve each one of them.
2. List media available to you or that can readily be obtained.
3. Rate each aid on how well it supports the achievement of each objective.
Develop your own simple scale.
4. Rate each aid on the effort and cost involved in using it. Although an aid may
be very effective for certain objectives, if it costs too much to prepare or use,
you may need to select another one.
Keep in mind the essential characteristics of instructional aids:

a) Relevance: aids must directly support your objectives.
b) Clarity: aids must be clearly understood and/or used.
c) Simplicity: aids must be to the point, and focus on essential information
d) Economy: balance between time, effort, and money.
Using Flip Charts
 Simple & neat  Write BIG
 Place finders  Use colors
 Write cues  Stand Aside
Using Flip Charts

Flip charts are essentially large paper pads mounted on a folding stand. They are quite
popular to support presentations and instruction and are mostly used to write
information that comes up during the presentation. They are also very useful when
prepared in advance.
When using it:

 Keep it simple and neat: once again, do not overload with information; write legibly
and keep the appearance neat; if possible, prepare it ahead of time.
 Use place finders: bend the corner of pages or add tabs on the side of pages to
help locate sheets to which you want to refer more than once. And remember to
stand aside.
 Cues: add notes and cues in pencil on the side of each sheet to prompt your
memory during the presentation; write small enough, with a pencil, so that these
cues cannot be seen by your audience.
By using a combination of flip chart, transparencies and wall boards, an instructor can
significantly enhance the quality and effectiveness of his presentations.

Record on Flipchart
 Include title
 Listen then write
 Do not speak when writing
 Print clearly
 Write key words or phrase
 Don’t block the view of flipchart
Use Prepared Flipcharts
 Move back and stand too the side of the easel, do not block view
 Use a pointer only when you have to
 Don’t read it line y line, paraphrase
 Talk to the learners, not to the flipchart
 Use a paper clop at the edge of the sheet if you will be turning back to it later
 Leave a blank sheet on flipchart when not in use
Prepare Handouts
 Title the hand out
 Identify the purpose of the handout
 Specify when and how the hand out is to be used
 Reference any additional materials used
 Bold print, Underline or CAPITALIZE for emphasis
 Space information so it’s easy to read
 use short, active sentences
 Avoid unnecessary information

Using Wall Boards
“Wall” boards are essentially any kind of board used to present information, including
chalk (black or green) and felt-pen (white) boards. They can be used to display
information prepared in advance or during and ad hoc explanation. They are both often
used and misused.
When using wall boards:

 You should plan their use, the same way you plan using OHPs or other aids.
 Write legibly: it is no use writing on the board if the students can’t read your
handwriting!
 Do not overload the board, write down key points only.
 Do not block your student’s view of the board; use this sequence: write, stand
aside, and explain.
 Erase any information that is no longer useful.
 Use titles and headings to help students keep track of what is written.
Use power point slides

 Keep your slides simple
 Avoid burdening a slide with too many words, too many images or large,
overwhelming images
 Choose your words carefully
 A slide should include no more than 40 words
 Choose a clear fonts such as Verdana or Arial
 Present only one idea per slide
 Keep the choice of color/s consistent
The Pitfalls of PowerPoint
Power Point, presentation software from Microsoft, has become one of the most
popular tools to create and display presentations. This powerful software allows even
inexperienced presenters to create good quality presentations within reasonable time
and effort. And, there's more to come! Recent announcements suggest that the latest,
soon-to-be released version of Power Point will include even more features that will
further broaden the range of its uses.

Tools such as Power Point can, however, truly be double-edged swords. While they
can be invaluable to prepare high quality visual representations of concepts, or simply
to better highlight important information, they can also ruin an otherwise good lesson
when not used properly.
In a recent article on how to effectively use Power Point, Paul Loftus, a Montreal-based
industrial psychologist who teaches presentation skills internationally, made it clear
that the culprit of poor presentations is not the technology. Problems rather arise from
how people use the technology.
Here are a few basic things to remember when using Power Point.
1. Focus on image composition. The same principles of image composition

apply to Power Point that apply to traditional transparencies. The technology
won't correct basic image composition mistakes. Presenters must first create
an image that clearly illustrates the message before trying to get the most from
the Power Point functionality.
2. Less is more. Perhaps the greatest mistake made by Power Point users is to
try and use too much of the functionality available. The result is too much
animation, too many colors, too much sound, too much text, too many images,
etc. Start simple and build only as needed to increase the power of the image
to communicate the message.
3. Job 1 is to communicate. The most important objective during a presentation

is to communicate a message, not to demonstrate technological skill. While
some people may be impressed by whiz-like presentations, many will begrudge
the time wasted on a show without substance.
4. Work on your presentation skills. While Power Point slides provide good
support, basic presentation skills remain the key to success. Therefore,
knowing how to address the audience, congruent verbal and non-verbal
communication, modulating voice tone, pacing delivery and ensuring and clarity
all have more to do with success than Power Point alone.

5. Use Power Point as intended. Don't try to turn Power Point into something
it isn't. For example, Power Point is not a spreadsheet and may not be as
effective as other software, such as Microsoft Excel, to show financial
projections. Just like an instructor may need to use more than one instructional
aid during a lesson, s/he may need different software to present various types
of information. Learn to effectively switch between software during a
presentation rather than trying to force a fit between information and medium.
6. Learn to use it well. If you are going to use Power Point, then learn to use it
well. It is distracting and annoying to have to watch someone struggle through
a presentation because s/he is not familiar with the software. While you may
not have to become an expert, learn as much about Power Point as needed to
comfortably use the functions that support your presentation.
Use PowerPoint slides
 Use the same font type and size throughout the presentation (unless needed
for emphasis)
 Avoid font size larger than 44 and smaller than 18choose font size such as
 32 pt for titles
 28 pt for sub-titles
 24 pt for main text
 20 pt for sub-text
 Use only as many slides as needed to cover the key points
 Use animation and sound sparingly and only when needed to more effectively
convey essential information
 Use graphics and images to illustrate your point, but don’t overdo it.
 Use remote control when possible
 Stand to the side of the screen
 Allow enough time for everyone to view the slide before speaking
 Don’t read the slides, paraphrase
 Use pointer to indicate detail
 Switch off the projector when not in use
To improve Aesthetics for your Presentation
 Avoid overcrowding
 Keep background simple

 Create balance
 Respect the flow of reading
 Keep graphs/charts simple
 Limit the number of graphs per slide (2)
 Standardize font sizes
 Select colors carefully/use color for emphasis
To Improve Information
 Limit the number of words per slide (7X7 rule)
 Use animation/sound/effects sparingly
 Prefer graphics to words when possible
 Use short sentences starting with action verbs
 Use slides as summaries/attention grabbers
 Limit the number of graphs per slide (2)
 Use short, common words
 Use 1 idea per slide
How Many Words?

• A slide should include no
more than 40 words.
MAX.
• What does 40 words per slide
look like? 40
WPS
• The 17 words in the points
above added to these 23
illustrate the maximum
number of words per slide.
Choose your words carefully!
Examples of Font Size
Normal Bold
15 point 15 point
18 point 18 point
20 point 20 point

25 point 25 point
30 point 30 point
35 point 35 point
40 point 40 point
45 point 45 point
50 point
50 point
Animation
 Use slide animation sparingly: too much is distracting and annoying.
 Only use sound as needed.
 Avoid cute animation that doesn’t contribute to the message.
 Ensure animation focuses on key task or point.
 Include controls to easily stop / start / explain animation.

B. The Role of Instructor as a Facilitator

1. Facilitate Learning
a) Ask Questions to Stimulate Participation

Vary how the question is directed using:
 Shotgun technique
 Rifle technique
Shotgun technique
 Learners can respond voluntarily
 No learner is put on the spot
Rifle technique
 Stimulate one learner to respond or think
 Tap the resource of an “expert”
Asking and Answering Questions
Asking and answering questions, a form of active learning, is an excellent teaching

tool. Posing questions to students breaks the monotony of lecturing and increases
active participation, understanding and retention. Questions asked by students will
clarify content and may provide feedback on your presentation.
Asking Questions
When you ask a question, allow time for students to think of an answer. Even though
it may seem like an eternity, try counting to ten to yourself in order to give the
students adequate time to respond. Your silence will usually encourage an answer. If
no one has answered the question after ten seconds and they are not making eye
contact, try rephrasing the question or providing a hint to prompt a response.
 Asking closed questions
Students need time to acclimate to the classroom and the session. Closed
questions require only "yes" or "no" responses, and asking them at the
beginning of a session can help get the ball rolling and can give you an idea of
how much students already know about the library. Examples include "Have
you ever visited the library's Web page?" or "Can you find journal articles in
the library's catalog?"

At first students may not even feel comfortable enough to answer a closed
question. In that case, try asking the question differently. For example, ask
them to raise their hands if they have visited the library's Web page.
 Asking open questions
Open questions require more complicated responses than simply "yes" or
"no." These are appropriate to ask after students become comfortable with
the session and with you as an instructor. Examples of open questions include
"How do you find articles in the library?" or "What are some keywords we
could use to search this topic?"
 Encouraging students to ask you questions
In addition to asking specific questions, you want to encourage students to
ask you questions. You can do so by letting your class knows during the
introduction that you want them to interject and ask a question at any time.
You may also want to check in with students along the way to see if they
have questions. It is particularly useful to do so just before moving on to a
new concept because it provides an opportunity to review the main points of
the section.
 Using questions to determine what students have learned
You can use questions to determine if your students are grasping the concepts
you are trying to teach. Depending upon the rapport you have built with your
class, try one of the following:
o If your class seems comfortable and has been participating, you may
want to simply ask if there are any questions before you move on.
o If they are quiet or seem shy and reserved, you may want to ask people
to raise their hands or nod if they understand the concept. If a number
of students do not raise their hands, you know you need to go over the
concept again.
o Ask the class to answer a question which sums up the main points of
that section of the session before you move on. For example, if you
spent time discussing how to find articles if they are not full-text in a
database, you may want to ask "If I want to find an article in the library,
what do I search in Library Catalog? The title of the article or the title of
the journal?" They will (hopefully!) all answer "the title of the journal."
This response indicates that they understand the concept and reinforces
it.

 Using repetition with questions

You can also repeat the same questions throughout your presentation to
ensure that students learn important concepts from the session. For example,
you can ask them "Can you find articles in the Library Catalog?" By the third
or fourth time, all of them will have it down.
 Common pitfalls
One common pitfall is to ask "Does everyone understand?" Students usually
do not answer that question as a group. Some may nod, but it is not an
effective way to gauge understanding for the entire group. Another pitfall is to
ask students to raise their hands if they do not understand. Most students will
not want to single themselves out in a group as the one "not getting it."
Answering Questions
 Paraphrase/Repeat:
If someone in a class asks a question, paraphrase or repeat back the question
so that the whole class can hear it before you answer it.
 Commend/Appreciate
It takes courage to ask a question. When a student asks a question, compliment
it with "That's an excellent question" or "I'm glad you asked that." Make sure
to answer these questions sincerely since students usually know when an
instructor's response isn't genuine.
 Be Honest: Stumped by a question? Let the person know that you will find out
and respond later. Remember to commend and appreciate stumpers, too!
Types of Questions
1. Closed-ended
2. Open-ended

Closed-ended Questions
• What are the two types of signals
Used to get specific responses, pin-point that are used?
ideas, end discussion • Do you agree that this procedural
change will save time?
Open-ended Questions
• What are the dangers involved in
not powering down when
Used to generate a variety of answers maintaining rotating equipment?
and increase degree of learners’ • As a supervisor, why do you think
engagement in discourse and dialogue it’s important to get employees
involved in the new process right
away?
Examples
Close-ended Questions Close-ended Questions
Could you describe the signaling methods What are the signaling
Q that ground workers use? methods that ground
workers use?
A Yes Signaling methods are ……
Can you use a flipchart to record How can you use a flipchart
Q
information? to record information?
You begin by posing a
A Yes
question to group …

Exercise: Close-ended to open –ended.

Instructions
 Work with a new partner.
 Create two close-ended questions.
 Switch questions with another team.
 Convert their questions into open-ended questions.
Close-ended Open-ended

Ask Questions to Check Understanding

Types of open-ended questions
 Fact Finding
 Feeling Finding
 application
Exercise check for Understanding
1. Read the following mini cases
2. Develop a question to check learner understanding
3. Discuss your answers with a partner
4. Be prepared to present your question to the group
Mini-case 1
The first steward was hired in 1930.today there are over 300,000 men and women
who work as Cabin Crew. Their presence and contribution to safety and service
provides comfort to millions of travelers around the world.
Develop a fact question to ask the learner:
Mini-case 2
There are three basic elements to fire-oxygen, fuel, and heat. The best way6 to
extinguish a fire is by smothering it. You should eliminate the oxygen from the fire as
quickly as possible.
Develop an application question to ask the learner.
Mini-case 3
A jet encountered air turbulence shortly before it landed at a Hong Kong airport,
injuring 47 people, seven of them seriously.” it happened very suddenly and
everything was very chaotic,” one of the passengers aboard the flight said. The plane
just dropped and I saw things flying all over.
Develop a feeling question to ask the learner.
Give Appropriate Feedback

Why is it important to give appropriate feedback to trainee's response?

Responding appropriately to learner responses will:

 Build their confidence
 Encourage their continued participation in the learning process
 Ensure that the correct information is communicated to learners
Interactive Discussion:
1. What can you do to encourage continued participation if the answer is correct?

2. What can you do to get the answer you want while still encouraging
participation?
3. Who should provide the correct answer if the answer is wrong?
Interactive Discussion: What’s Your Feedback?

1. Read the following mini-cases
2. What kind of feedback is the instructor using?
3. Discuss your answers with a partner
4. Be prepared to present your answer to the group
Mini-case 1
“That was a good summary of what we covered Jim. But to make it complete, there’s
one important point you forgot. Who knows what Jim missed?”
Mini-case 2
“Right, Joanne, those are the correct codes and you’ve accurately described the new
process”
Mini-case 3
“I hear you talking safety procedure. But the question is how are you going to ensure
that the regulations are implemented?”
Provide Opportunities to Ask Questions
 On demand
 At regular intervals
Provide Correct and Concise Answers
Learners’ questions provide opportunities:
 For entire group to more

 To give the required information

 To encourage more participation
Confirm Understanding of Responses

 Paraphrase by restating what someone else says, using your own words
 Begin with phrases such as
 “You’re saying….”
 “ As I understand it …”
 “ Let me make sure I’ve got it right …”
Response to Non-Verbal Cues
 Identify learners’ non-verbal behavior
 Decide what these non-verbal behaviors mean
 Evaluate how many learners are demonstrating the same behaviors
 Take appropriate action
Response to Non-Verbal Cues
 What percentage of information is communicated in these different ways?
Words
Tone
Non-verbal
2. Facilitate Discussion
Set the Stage
 Introduce the Topic
 Tell the learners about the subject to be discussed
 Write topic on Flipchart
 Introduce topic in an interesting way ( a trigger)
 Tell personal anecdote
 Ask open-ended questions
 State the expected results
 Reach consensus
 List all possibilities
 Decide on a suggested course of action
 Outline the process

 Tell learners how you will proceed

 Give a time frame for the discussion
Keep Discussion Focused
 What do you do if the discussion goes off topic?
 What do you do if key points are missed?
 What do you do if the discussion becomes abstract?

Maximize Learner Participation

 What kind of question can you ask to ensure that all learners get a chance to
participate?
 What can do when one learner monopolizes the discussion?
 Why is it important to allow learner to use their own examples and come to
their own conclusions?
Avoid Expressing Your Own Views
 Why should the instructor avoid expressing their own point of view and
opinions?
 When should an instructor express their own point of view or opinions?
Summarize Key Points
 Summarize points to bring discussion to a close
 Learners can review key points by summarizing
 Summarize what learners said
 Raise points missed or misinterpreted by learners

Day 3 - Learning Journal

C. The Role of Instructor as A Manger

1. Manage Learning Activities
Use Active Training Technique

 Group Discussions
 Games, Jolts, triggers, Ice Breakers
 Teamwork
 Simulations
 Case studies
 Role plays
Group Discussions
Group (or class) discussions are the fundamental building block to active learning and
participation. As discussed in previous sessions, course participants as adults bring
their own experience and expertise and can therefore greatly complement formal
presentations. The instructor is only of the many sources of information available to
facilitate learning.
Group discussions must be planned for and integrated into all courses or workshops.
If lesson planning suggests there is no time for discussion, there is likely too much
content for the time available! Review lesson objectives and content, limit the
presentation to essential content and include time for group discussion and interaction.
Tips:
 Plan discussions ahead of time: prepare questions, statements or other information
to provide a context for and open the discussion.
 Ensure discussions are relevant to the lesson: all discussions should have a point
that contributes to the lesson.
 Encourage participants to share experience: how they handled problems or other
situations.
 Monitor and guide the discussion but don't control or dominate it: allow participants
to express themselves openly. Participants that expect the instructor to take over
or otherwise control the discussion will soon prefer to remain quiet.
 When questions arise (e.g., a participant asks a question), invite others to answer
first before offering your answer. Build on these answers to create an overall best
answer.

 Allow dissention and disagreement, but not conflict. Continually encourage the
respectful sharing of ideas (which implies, of course, also respecting the ideas of
participants).
 Don't let discussions needlessly drag on: stop discussions that fizzle out and move
on as needed even with time left to continue.
 Summarize the discussion before closing it. Review main points and show how they
link to the rest of the lesson.
Teamwork
Teamwork is characterized by cooperation and interdependent task completion.
Teamwork is best when learning activities require participants to work together and
help each other complete a task. True teamwork is unlikely to take place if only one
or a few team members are needed to successfully complete a task.
Participants can either be allowed to form their own teams or can be assigned to teams.
Allow participants to organize their own teams,
 when the activity does not require a particular blend of experience of expertise;
 to encourage participants to get to know each other and more actively manage
their own learning.
Assign team members,

 when the activity requires a particular blend of experience or expertise (e.g., some
disaster response activities require that teams have different experience to
represent the agencies or specialists involved);
 When existing conditions suggest that it may be necessary to separate some
participants to avoid conflict.
Tips:
 Prepare written instructions describing the task to complete and review them with
the group before participants break out into teams. Ensure everyone understands
what must be done.
 Keep track of team progress. Roam around, observe and listen. Don't intervene
unless necessary (provide hints or direction as needed but let teams work out
problems as much as possible).
 At the same time, don't allow teams to fumble about for too long. Allow time to
think about problems but don't let teams stray away from productive work.

 Note common questions or problems and review them with the whole group. When
teams generally seem to have trouble with a question or issue, temporarily stop
the activity and bring the group together to review and answer questions.
 When teams work on a project that extends throughout the course, regularly use
group discussions to review progress with everyone. Invite participants to share
their learning, report on problems encountered and solutions found. Do this even
when teams compete: never allow competition to over-shadow learning. Invite
teams to compete by using any information shared to even further improve their
projects.
Role Plays
Role plays are scenarios acted out by 2 or more participants to practice relevant
behavior. The roles participants are asked to play don't necessarily reflect their own
ways of thinking or behaving.
Role-plays can deal with real or fictitious situations. They can be quite useful to help
students practice “soft” or interpersonal skills, customer service, etc.
Tips:
 Clearly explain the purpose and scope of the role-play. Ensure that role-play is
relevant to the learning.
 Provide clear guidelines about objective and process.
 Start with volunteers. Allow those uncomfortable with role-play to watch first.
 Prevent students from getting into extremes (students who purposely adopt an
extreme position for their role) unless this is key to the objective.
 Ensure that the role-play is a positive experience. Stop a bad role-play or one in
which an individual can no longer be effective.
 Observe carefully and always be ready to intervene.
Case Studies
Since a modest start early in the 20th century, case studies have risen in popularity to
the point of becoming the cornerstone of some programs. Unfortunately, the race to
include more and better case studies often results in mixing case studies with fictitious
exercises or scenarios. Case studies are descriptions of actual situation or events that
have been analyzed and written as an opportunity to review the problems encountered
and the solutions found. Cases come from reality and should be described as they
happened. Since real and relevant cases can be difficult to find or document, they are
often replaced by fictitious scenarios prepared deliberately to illustrate a problem or
provide practice in a selected area. While excellent scenarios can be found, they should

not be confused with case studies nor should they be presented to students as case
studies. Make it a practice to call things by their name and let participants know where
they stand!
Case studies and scenarios, however, share common principles for use in class. Both
involve reviewing and analyzing information presented to learn about process, product
or both. Both must be relevant and realistic and the risk of losing participant interest.
Case study / scenarios typically include the following steps:
(a) introduction: case is introduced in general terms, to situate it in the context of
current studies. Guidelines and directions are reviewed and discussed as needed.
(b) initial reading: students individually review case and complete preliminary analysis.
(c) group work: small group detailed analysis and discussion with a search for solutions;
this is the main part of the work;
(d) group work report: groups report on their findings and explain retionale for solutions.
(e) class discussion and feedback: discussion of case of proposed solutions with class to
reinforce positive learning and to correct mistakes.
Steps can be repeated for larger cases with multiple parts. Output from one part becomes
input for the next.
Games
Games are activities that require using mental, physical or a combination of skill to
achieve a challenging goal. Basic characteristics are:
(a) Achieving the goal = surmounting the challenge = winning = motivation to
succeed = fun and pleasure. The purpose of the game is to win, which brings
pleasure or satisfaction.
(b) Rules: games have rules that all players must follow. Rules don't need to reflect
reality but must be clear to all players. They must also delimit options and
action.
( c) Competition: games typically involve competition either against others or the
game itself. Part of the fun comes from besting the competition.
(d) No real consequence: winning or losing a game has no real impact on
individuals, their lives or their careers.
(e)Closure: games have a set end-point – the game does not go on forever.
Games can range in form and level of complexity. They are being re-discovered as
powerful learning tools. For instruction, they must both be fun and relevant to the
learning!

Simulations
Simulations are models of reality that replicate a situation or parts thereof that for
practical reasons can't be replicated in training (e.g., danger, cost, effort, etc.).
Simulations are dynamic models that change depending on participant interaction.
Good simulations must reflect reality well enough to be credible (i.e., conditions, rules,
consequences).
There are 3 types of simulation:
(a) All machines: computers run a simulation based on input; mostly used for
planning or investigation;
(b) machine-people: people interact with a computer that contains a model of
reality and reacts to input in ways that approximate reality; and
(c) all-people: the model to be used is described by rules and participant roles;
rules are extracted from reality, e.g., stock market rules, time delay rules (in
communications), rules based on freedoms (airline traffic movements), etc..
Most simulations pit participants against a problem rather than against each other. If
the objective of a simulation is to compete and win, then it may be a game more than
a simulation.
Simulations range from detailed, computer-based models to simple pen-and-paper
scenarios. What creates a simulation is an input-output cycle close enough to reality
to build the ability to make decisions. All simulations require careful thought and
preparation to create credible conditions to which participants can relate. Poor
preparation may result in unrealistic, incomplete or uninteresting simulation. Bad
simulations can be just as powerful de-motivators as good simulations are excellent
motivators.
 Simulations can focus on skills related to "process / procedure" or "product".
 Process and procedure = becoming able to to do things in a certain way (e.g., ATC,
planning, etc.).
 Performance = process + outcomes.
Product = results. E.g. how well students resolve labour disputes regardless of the
process followed.
Active Training Techniques

 How do games enhance training activities?
 When do you use triggers and Jolts?
What is Your Comfort Level?

 Are you comfortable playing games?

 Do you think they are appropriate for adults?
 What do you do if you have reluctant participants?

2. Manage Classroom Problems
Causes of Classroom Problems

The following are the common causes of classroom problems:
– Environment / climate,
– Distractions,
– Poor preparation,
– Personality clashes,
– Lack of interest / attitude,
– Differing ability levels,
– Pressure, and / or
– Rivalry.
Classroom Management
There are three phase of Classroom Management
– Constructive phase,
– Preventative phase,
– Remedial phase.
• Constructive phase
– Creating a situation in which Problems are not likely to occur.
– Base discipline on do rather than do not.
– Actively involve students.
– Respect the personality of the student.
– Be professional / business like during teaching and dealings with
students.
– Allow for different student abilities.
– Use a variety of training aids.
– Minimize distractions.
– Prepare / plan your lessons.
• Preventative Phase
– Resort to tricks of the trade to control the situation.
– Use a seating plan.
– Eye contact.
– Pregnant pause.
– Volume of voice.
– Don’t avoid / ignore problems.

– Don’t display anger.

• Remedial Phase
– Give student opportunity to answer allegations.
– Be frank. State complaint fairly.
– Don’t publicize offences / treatment before class.
– Avoid punishing whole class for faults of a few.
– Don’t display anger.
– Don’t force an apology.
– Don’t make an issue of something that is trivial.
– When the case is settled, drop it.
– Don’t ridicule a student.
Types of Students
– Fast Learner
– Slow Learner
– Talker
– Fault Finder
– Know All
– Side Tracker, Joker and / or Sleeper
• Fast Learner
– A fast learner is usually the first to finish, but after a while the work
may be found unchallenging and boring.
• If this happens a lack of motivation will develop an the fast
learner can become a disruptive influence in class.
– Once the fast learner is identified the instructor may give this student
more advanced work. The instructor should use the fast learner to help
the slower students if their personalities are suited to the task
– But whatever action is taken the instructor should be careful not to
appear to be favoring the fast learner.
– Any extra work that is given must be of benefit, not just act as a time
filler.

• Slow Learner
– The last one to finish, always a day behind but they have mastered the
theory or skill by the next day.
– These students present no real problem, apart from frustrating the
instructor
– The ones to watch are those that steadily fall farther behind the rest of
the class.
– The instructor must then find out why.
• Do they lack aptitude for this field?
• Are they slow to comprehend but capable of retaining?
• Do they have a limited vocabulary?
For this type of student extra coaching or tuition may be the answer
• Talker
– Long winded, tedious and always ready to express their views,
– this student is relatively harmless but takes up an unfair portion of the
class time.
– Encourage them to express themselves concisely and help by asking
questions which call only for short answers.
• Fault Finder
– Anti-everything,
– this student will find fault with what is supposed to be being learned,
the methods of instruction and with the whole environment.
– This presents a genuine challenge to the patience and ingenuity of the
instructor.
– The instructor should never get involved in a personal argument with
this student as it wastes class time.
– Either admit the grievances as a problem, if this is the case, or settle
them, if possible.
• Know All
– The instructor should find out if the student is really knowledgeable or
merely a pretender.
– Ask more questions and the pretender’s lack of knowledge will show
through.
– If the person is knowledgeable, the instructor should treat them as a
fast learner by involving them in the class.

– The instructor should :

• not despise them because they may know more.
• remember the reason they are there; to instruct and pass on
knowledge.
• Side Tracker, Joker and / or Sleeper
– The remaining types are all combinations of the ones above,
– may be trying to cover the fact that they are having problems with the
course by telling jokes or side tracking stories.
– On the other hand it may be because they are bored and not
interested in the subject because they know it already.
– It is up to the instructor to decide what the problem is and take
appropriate action.
• Instructors should:
– be careful of classifying trainees; most times the problem trainee is a
mixture of the above types.
– make their own judgment rather than accepting other instructors
previous assessments, as:
• they may have had a personality clash or personal problems
which were affecting their work.
Exercise: What’s your problem?

Instructions
 Work in pairs
 Think of a situation when a learner’s behavior created a problem in the
classroom
 Write your answers in the space provided
 Be prepared to share your answers
1. Describe the problem and circumstances
2. What was your response?
3. What actions did you take?

Exercise: Manage Problems

Instructions
 In groups of 3-4,read each case study
 As a team, decide on whether the instructor’s actions are appropriate or
inappropriate for each case.
 Check the corresponding checkbox.
 If the actions are inappropriate, write down the actions that the instructor
could have done efficiently in the space provided.
 Be prepared to share your case and answers.
Case studies What actions could the instructor

have done differently
1. Again Serge has volunteered to answer
the question addressed to the group. And
again Serge is talking non-stop with constant
references to his work situation. The
instructor interrupts by saying,”ok Serge,
that enough. We’re losing the rest of the
group. Other people want a chance to answer
questions, not just listen to you”.
Appropriate Inappropriate
2. Charlie interrupts with yet another one-
liner joke. The test of the group, including the
instructor, bursts out laughing. Charlie is
always coming up with funny lines or puns.
Once the laughter dies down, the instructor
continues to the next lesson. However, her
last point was completely lost because of
Charlie’s joke.
3. The instructor is monitoring the four teams

as they work on an activity. In teams two,

Sarah is recording on the flipchart the

suggestions being generated. Sarah always
seems to be the one who records for the team
instead of providing input. Even in the large
comes up to the group and after a few
moments says:” These are good ideas. But
how would you implement your second point,
Sarah?
4. Each time the instructor writes on the
flipchart, he’s aware of Paul and Toni talking
to each other. At first they would stop when
he turned back to the group and spoke; but
now it seems they don’t care and keep talking
till they’ve finished what they were saying.
The instructor waits till the next time it
happens and says:” Paul and Toni, your
private conversations are distracting to the
group and me. Can you hold off until later
please?”
Appropriate In Appropriate
Manage Problems Key Principles

 Don’t assume the blame
 Maintain self esteem
 Don’t ignore the problem
 Don’t loose your temper

3. Evaluate Learning
At the end of this lesson you will be able to:
 Describe how to evaluate learning during training
 Evaluate ongoing performance
 Provide feedback
 Evaluating course and learner feed back
Two Types of Evaluation
Formal evaluation You administer written, oral or practical tests

and quizzes
On-going evaluation You evaluate how well learners are learning

throughout the training session
On-going Evaluation of Learners

As instructors, how can you evaluate the performance of learners on an ongoing basis?
 By asking learners questions
 By listening carefully when learners are summarizing and discussing
 By observing learners when they are practicing new skills and behaviors
 By administering informal quizzes and evaluating results
Interactive Discussion: On-going Evaluation of Learners.

1. How can you measure/evaluate if learners understand how airplanes fly?
2. How can you measure/evaluate if learners have acquired the skills to bake
a cake?
3. How can you measure/evaluate if learners have a positive attitude about a

new policy?
4. As instructors, how can you evaluate the performance of learners on an on-

going basis?

Feedback
Reinforcement You praise the learner’s efforts after having observed

his or her good behavior or performance
Development Praise past performance, identify areas of weakness.

Involve learner in improving skills.
Principle of Giving Feedback

 Be specific
 Acknowledge something positive
 Don’t be judgmental
 Focus on what is important
 Don’t embarrass learners
 Check understanding
Basic Principles of Giving Feedback
Principle Explanation
Be specific  Be concrete when you are providing feedback by
giving specific examples of what the learner did well
and not
Acknowledge something  Before giving developmental feedback, try to say
positive something positive that the learner has said or done.
this will help the learner to be more receptive to the
developmental feedback that follows
Don’t be judgmental  Focus on the learners’ behavior or statements not on
any personal characteristics – avoids comments such
as,” if your work was not so sloppy you would be able
to...”
Focus on what ‘s important  If the learner makes a minor, inconsequential error
when demonstrating new task, overlook it. Stress
overall success in performing the task.
Don’t embarrass learners  If you put down or embarrass a learner they will most
likely tune out and resent the feedback rather than
listen to what you are saying
Check understanding  Make sure the learner has understood the feedback

Evaluate Course Content & Strategy

 Monitor during course to determine if the:
 Course is meeting learners’ expectations
 Course is achieving the stated goals and objectives
 Activities are successful and engage learners
 Make adjustments as needed but keep in mind the course objectives and time
constraints.

Module 6: Step 4-Wrap-up
Module Objectives
At the end of this module, you will be able to:
 List and explain the steps to effectively wrap-up delivery of training
 Apply the appropriate steps to effectively wrap-up delivery of training
 Summarize key ides, concepts and skills learned
 Encourage learners to apply new skills and knowledge
 Evaluate the learning effect
Steps to Wrap-up
 Summarize key ideas, concepts and skills learned
 Encourage learners to apply new skills and knowledge
 Evaluate the learning event
Exercise: Wrap-up
Summarize key ideas and new concepts
 Choose discreet section of the course material
 Prepare a summary
 Present the summary to group


Module 7: Workshop Conclusion
Module Objectives
You are now able to
 Demonstrate how effectively, prepare for, manage, conduct and facilitate a
training event
 Apply basic principles of learning and active training and demonstrate
appropriate instructional techniques when training adults
 Evaluate the effectiveness of a training event and your skill as a facilitator
Workshop Expectations
 Were your expectations met?
 Have you had a change in perception?
Skill Practice: Debrief

 What did you learn from this experience that you will incorporate into your own
training sessions?
 What aspects of delivering a lesson did you find most difficult? What can you
do to overcome this difficulty?
 Has this experience helped you overcome some of these common instructor
training fears? Explain
 How else can these fears be reduced?


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ETHIOPIAN AVIATION UNIVERSITY

TRAINING STANDARDS & DEVELOPMENT

Instructional Techniques Course

Module 1: Workshop Introduction ..................................................... 2

Module 1: Workshop Introduction

The work shop includes seven modules:

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3. What is your greatest challenge when facilitating training sessions?

4. What do you expect to accomplish upon completion of this workshop?

Module One Objectives

At the end of this module, you will be able to:

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10. Present content conversationally and in language that the

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How did you become an instructor?

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Exercise: What Is My Focus?

 Read the eight scenarios

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4. In teaching adults, it is important to remember :

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Scoring Guide: Score your response using the guide below

Question Answer Value

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Exercise Learner Focused Action

Learner focused action#2:

Learner focused action #3:

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MODULE 2: HUMAN BEHAVIOR AND PRINCIPLE OF

2.1. UNDERSTANDING HUMAN BEHAVIOR

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an infant differ radically from those of a teen. Research shows that as an

2.1.1. Personality and Styles of Learning

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Exercise: Answer the following questions:

1. Do you prefer a) group classes (which include student interaction), or b) 1 teacher - 1

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2.1.2. The Four Personality Dichotomies

 They draw energy from an external world of interaction and doing.

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II. Sensing and Intuitive

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III. Thinking and Feeling

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IV. Judging and Perceiving

– Like to have things settled, seek closure, Find comfort in schedules

– Like to keep their options open, like to keep plans flexible

2.1.3. Myers-Briggs Type Indicator

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2.1.4. The Four Basic Personality Types (Temperament

What Makes Sense to Them?

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 Want deep, meaningful relationships

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– What should the results look like?

Artisan -SP (Sensing and Perceiving)

What Makes Sense to Them?

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Exercise: Is the glass half full or half empty?

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